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

Artikel i vetenskaplig tidskrift
Författare Ann-Louise Ljungblad
Publicerad i International Journal of Inclusive Education
ISSN 1360-3116
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk en
Länkar https://doi.org/10.1080/13603116.20...
Ämnesord Relational teachership, teacher-student relationships, inclusive education, participation, accessibility, equity
Ämneskategorier Pedagogik

Sammanfattning

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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