At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning.
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. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor.
Connected Teaching is informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT’s founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.
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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.
"Harriet Schwartz has provided an open door for all who are interested in rediscovering the importance of teaching as a relational practice. Teaching (in higher education and elsewhere) has always been a difficult task, but changes in technology, student expectations, and other aspects has created an even more challenging undertaking. However, the core aspect of teaching has always been in building relationships between the teacher and the student - no matter what additional technological tools are available. Schwartz presents us with new ways to think about connected teaching and the value of understanding relational cultural theory in the context of 21st century education."
(Catherine M. Wehlburg, Dean, Sciences, Mathematics, and Education Marymount University)“Harriet Schwartz has provided a welcome and much needed contribution in our current educational climate of alienation and fragmentation. As we come to understand how connections and disconnections shape the teaching and learning enterprise, we learn to be increasingly in touch with and value the risks and rewards, the delights and dilemmas that fuel our passion for the academic life.”
(Gregg Wentzell, Assistant Director, Center for Teaching Excellence Miami University and Associate Director, Lilly Conference)"About this title" may belong to another edition of this title.
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