ScopeWorks in this Series will explore the complicated and shifting landscapes of wealth, opportunity, social class, and education in the changing global economic landscape, particularly at the intersections of race, ethnicity, religion, and gender. The Series includes work on education and social mobility within three major themes:• Interrogation of stories of educational "success" against the odds for what these cases might teach about social class itself, about the depths of economic and educational constraints that have been surmounted, about the costs of those journeys, or about the long-term social and economic trajectories of class border crossers. • Examination of the psycho-social processes by which people traverse class borders, including the social construction of ambition and achievement in young people marginalized from the academic mainstream by class, race, or gender. Works in the series will illuminate the complicated and contested processes of identity formation among those who attain upward mobility via success in school. • Explorations of economic mobility within developing countries. New labor markets created by global consumerism are intensifying demand for formal education while also transforming individual lives, families, communities, and cultural practices. Meanwhile, high rates of migration in search of economic opportunity fuel debate about citizenship, assimilation, and identity as antecedents of economic mobility. How is formal education implicated in these processes?Works are sought from the fields of sociology, anthropology, educational policy, economics, and political science. Methodologies may include longitudinal studies.A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-993-7 (paperback) ISBN: 978-94-6209-994-4 (hardback) ISBN: 978-94-6209-995-1 (e-book) Published by: Sense Publishers,
One could easily argue that the pedagogy of relation is not new: a genealogy of the approach would send us back to the ancient Greek philosophers. However, in recent years relational pedagogy has been taken up in novel and ever-deepening ways. It is a response to ongoing efforts at school reform that center on teacher and administrator accountability, based on a constraining view of education as the effective teaching of content. In this view, methods, curricula, and high-stakes testing overshadow the human relationship between teacher and student that relational pedagogy theorists place at the center of educational exchanges. When relationships are secondary to content, the result can be disinterested or alienated students and teachers who feel powerless to step outside the mandated curriculum of their school district. Offering an alternative vision of pedagogy in a troubling era of teacher accountability, contemporary relational theorists take inspiration from a range of philosophical writings. This article focuses on those whose work is informed by the concept of caring, as developed by Nel Noddings, with the critical perspective of Paulo Freire, or the ethics of Emmanuel Levinas. Although these approaches to ethical educational relations do not necessarily mesh together easily, the tensions among them can bear fruit that informs our pedagogy.
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