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Journal of Educational Administration and History Volume 54, 2022 - Issue 3: Education, policy and democracy: Contemporary challenges and possibilities
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Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform

Andrew Hickeya University of Southern Queensland, Toowoomba, AustraliaORCID Iconhttps://orcid.org/0000-0002-9862-6444View further author information
ORCID Icon,
Stewart Riddlea University of Southern Queensland, Toowoomba, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1653-1300View further author information
ORCID Icon,
Janean Robinsonb School of Education, Murdoch University, Perth, AustraliaView further author information
,
Barry Downb School of Education, Murdoch University, Perth, AustraliaView further author information
,
Robert Hattamc University of South Australia, Adelaide, AustraliaView further author information
&
Alison Wrenchc University of South Australia, Adelaide, AustraliaView further author information
Pages 291-305 | Received 03 Aug 2020, Accepted 01 Jan 2021, Published online: 11 Jan 2021

Citations (11)

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Read on this site (8)

Laura Alfrey & J. O’Connor. (2024) Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment. Physical Education and Sport Pedagogy 29:1, pages 1-17.
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Andrew Hickey & Stewart Riddle. (2023) The practice of relationality in classrooms: beyond relational pedagogy as empty signifier. Teachers and Teaching 29:7-8, pages 821-832.
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Andrew Hickey & Stewart Riddle. (2023) Proposing a conceptual framework for relational pedagogy: pedagogical informality, interface, exchange and enactment. International Journal of Inclusive Education 0:0, pages 1-15.
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Stewart Riddle & Andrew Hickey. (2023) Reclaiming relationality in education policy: towards a more authentic relational pedagogy. Critical Studies in Education 64:3, pages 267-282.
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Nicky Dulfer, Amy McKernan & Jeana Kriewaldt. (2023) Undermining teachers’ social capital: a question of trust, professionalism, and empowerment. British Journal of Sociology of Education 44:3, pages 418-434.
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Jill M. Aldridge & Felicity I. McLure. (2023) Preparing Schools for Educational Change: Barriers and Supports – A Systematic Literature Review. Leadership and Policy in Schools 0:0, pages 1-26.
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Barry Down, Anna Sullivan, Neil Tippett, Bruce Johnson, Jamie Manolev & Janean Robinson. What is missing in policy discourses about school exclusions?. Critical Studies in Education 0:0, pages 1-19.
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A. Hamilton, S. Morgan, B. Murphy & K. Harland. Taking Boys Seriously: a participatory action research initiative demonstrating the transformative potential of relational education. British Journal of Sociology of Education 0:0, pages 1-27.
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Articles from other publishers (3)

Angelique Howell. (2023) From disenfranchisement to hope through youth-adult participatory action research. The Australian Educational Researcher.
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Mihajla Gavin & Meghan Stacey. (2022) Enacting autonomy reform in schools: The re-shaping of roles and relationships under Local Schools, Local Decisions. Journal of Educational Change 24:3, pages 501-523.
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Bill Green. (2021) Re-negotiating the curriculum?. Curriculum Perspectives 41:2, pages 213-225.
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