Relational Equality in Education: What, How, and Why?

Autor/in	Winter, Laura Anne
Titel	Relational Equality in Education: What, How, and Why?
Quelle	In: Oxford Review of Education, 44 (2018) 3, S.338-352 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winter, Laura Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1391761
Schlagwörter	Equal Education; Interpersonal Relationship; Moral Values; Empathy; Teaching Methods; Educational Philosophy; Humanism; Counseling; Psychology; Social Justice + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Moral value; Ethischer Wert; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Humanismus; Counselling; Beratung; Psychologie; Soziale Gerechtigkeit
Abstract	Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I focus on micro level relational equality in schools, and connect theoretical perspectives from two neighbouring fields: education and humanistic counselling, suggesting that we might usefully draw on theory from humanistic counselling to inform our understanding of how egalitarian interpersonal relationships might manifest in education. I emphasise the importance of considering what we are trying to communicate through our behaviour and suggest that in order to treat someone as a moral equal, educators should work towards communicating empathy, unconditional positive regard, and congruence. Such an understanding gives a clearer focus for increasing equality than broader understandings of relational equality, and greater scope for challenging inequality than distributive accounts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01