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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.
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.
