Connected Teaching - Relationship, Power, and Mattering in Higher Education

At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning.This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teaching is informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.

List of contents

Foreword—Laurent A. Parks Daloz Preface Acknowledgments Introduction Part One. Connected Teaching in Action 1. What is Connected Teaching? 2. One Good Exchange. Connected Teaching When There Isn’t Enough Time 3. "Can I Text You?". Adjusting and Maintaining Boundaries in the Digital Age 4. Assessment as Relational Practice. Increasing Receptivity and Motivation Through Connected Teaching 5. Lessons Gone Awry and Frustrating Student Interactions. Dealing With Disruption and Resistance in the Learning Space Part Two. Increasing Self-Awareness in Connected Teaching 6. Power and Position. Exploring Educator Identity Through an RCT Lens 7. Emotion and Teaching. Recognizing Transference and Moving Toward Relational Clarity 8. Disappointment and Failure. When Teaching Almost Breaks Your Heart 9. Intellectual Mattering, AKA I Like the Way You Think Conclusion—A Life’s Work Afterword—Judith V. Jordan References About the Author Index

About the author

Harriet L. Schwartz is professor of psychology and counseling at Carlow University, where she chairs the MA in Student Affairs program. In addition, she serves as Lead Scholar for Education as Relational Practice for the Jean Baker Miller Training Institute.Visit her professional website: https://www.harrietschwartz.com/ Laurent A. Parks Daloz is Senior Fellow at The Whidbey Institute Cascadia Bioregion. Judith V. Jordan, Ph.D., is the director of the Jean Baker Miller Training Institute (JBMTI) at the Wellesley Centers for Women. She has been a founding scholar and is one of the creators for the nationally recognized psychological theory known as Relational-Cultural Theory.

Summary

This book explores teaching as a relational practice – a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor.

Product details

• Authors: Harriet L Schwartz, Harriet L. Schwartz
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Hardback
• Released: 15.05.2019
• EAN: 9781620366363
• ISBN: 978-1-62036-636-3
• No. of pages: 192
• Subject: Humanities, art, music > Education > Education system