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Pedagogical Relational Teachership (PeRT) - a multi-relational perspective

Journal article
Authors Ann-Louise Ljungblad
Published in International Journal of Inclusive Education
ISSN 1360-3116
Publication year 2019
Published at Department of Education and Special Education
Language en
Links https://doi.org/10.1080/13603116.20...
Keywords Relational teachership, teacher-student relationships, inclusive education, participation, accessibility, equity
Subject categories Pedagogy

Abstract

This article presents a theoretical relational perspective of education, Pedagogical Relational Teachership (PeRT), which supports the development of new knowledge about teachers’ relational proficiencies to create opportunities for students to participate in their education and to emerge as unique individuals and speak with their own voices. Within the field of inclusive education, it is a relational approach where teaching is to be understood relationally. The fundamental bases in this inclusive perspective on education are the Convention on the Rights of the Child and the Salamanca Statement. The concept of relational teachership is elaborated on to emphasise the importance of teachers’ relational proficiencies in the classroom. The article also clarifies how PeRT includes a multi-dimensional model to illuminate relational processes and relationships on different levels within the educational system. PeRT is a relational approach for scholars and practitioners, which can be seen as a new beginning and an invitation to a relational pathway that explores participation, accessibility and equity.

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