关系型教育设计：三个案例研究和对抱负设计与教育未来的讨论

IF 1.4 3区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Qualitative Inquiry Pub Date : 2024-07-25 DOI:10.1177/10778004241260641

Radhika Roy, Daniel X. Harris, Neal Haslem

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引用次数: 0

摘要

关系教育设计倡导教师、学生、主持人和参与者之间的全人交流。在这篇文章中，我们讨论了强调关系所允许的内容，并对其条件提出了建议，包括空间、时间、真实性、信任、对话式发展和机构支持。合著者展示了关系型教育体验是如何高度情景化的，并在结论中提出，关系型教育设计能够为教育设计提供一个适合我们高度复杂的当代社会政治条件的方向，一个有能力让教育空间中的所有各方都参与到对话、真实以及必然的关系型体验中的方向。

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Relational Education Design: Three Case Studies and a Discussion for Aspirational Design and Education Futures

Relational education design advocates for whole-person exchange between teachers, students, facilitators, and participants. In this essay, we discuss what an emphasis on the relational allows and provide suggestions for its conditions including, space, time, authenticity, trust, dialogic development, and institutional support. The co-authors demonstrate how relational education experiences are highly situational, and conclude by suggesting that a relational education design is capable of providing an orientation to education design suitable for our highly complex contemporary socio-political conditions, one that has the capacity to engage all parties in the educational space in dialogic, authentic, and, necessarily, relational experiences.

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来源期刊

Qualitative Inquiry SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

4.50

自引率

10.00%

发文量

143

期刊介绍： Qualitative Inquiry provides an interdisciplinary forum for qualitative methodology and related issues in the human sciences. With Qualitative Inquiry you have access to lively dialogues, current research and the latest developments in qualitative methodology.