Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform

References

• Anderson, A. R., S. L. Christenson, M. F. Sinclair, and C. A. Lehr. 2004. “Check & Connect: The Importance of Relationships for Promoting Engagement with School.” Journal of School Psychology 42: 95–113.
   Web of Science ®Google Scholar
• Ball, S. 2016. “Subjectivity as a Site of Struggle: Refusing Neoliberalism?” British Journal of Sociology of Education 37 (8): 1129–1146.
   Web of Science ®Google Scholar
• Biesta, G. 2015. “What Is Education For? On Good Education, Teacher Judgement and Educational Professionalism.” European Journal of Education 50 (1): 75–87.
   Web of Science ®Google Scholar
• Biesta, G. 2016. Good Education in an Age of Measurement: Ethics, Politics, Democracy. New York: Routledge.
   Google Scholar
• Biesta, G. 2017. “Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education.” Educational Philosophy and Theory 49 (4): 315–330. https://doi.org/10.1080/00131857.2015.1048665.
   Web of Science ®Google Scholar
• Bigum, C., and L. Rowan. 2009. “Renegotiating Knowledge Relationships in Schools.” In The Sage Handbook of Educational Action Research, edited by S. E. Noffke and B. Somekh, 102–109. Thousand Oaks: Sage.
   Google Scholar
• Bingham, C., and Sidorkin, A. M. (Eds.). (2004). No Education Without Relation. New York: Peter Lang.
   Google Scholar
• Boyd, R., N. MacNeill, and G. Sullivan. 2006. “Relational Pedagogy: Putting Balance Back Into Students’ Learning.” Curriculum and Leadership Journal 4: 13. http://www.curriculum.edu.au/leader/relational_pedagogy:_putting_balance_back_into_stu,13944.html?issueID=10277.
   Google Scholar
• Brass, J. & Holloway, J. (2019). “Re-professionalizing Teaching: The New Professionalism in the United States.” Critical Studies in Education. https://doi.org/10.1080/17508487.2019.1579743
   PubMed Web of Science ®Google Scholar
• Christensen, L., and S. Karp. 2004. “Why Is School Reform So Hard?” Poverty & Race 13 (1): 29.
   Google Scholar
• Comber, B., and B. Kamler. 2004. “Getting Out of Deficit: Pedagogies of Reconnection.” Teaching Education 15 (3): 293–310.
   Google Scholar
• Connell, R. W. 1993. Schools and Social Justice. Toronto: Our Schools/Our Selves Education Foundation.
   Google Scholar
• Connell, R. W. 2009. “Good Teachers on Dangerous Ground: Towards a New View of Teacher Quality and Professionalism.” Critical Studies in Education 50 (3): 213–229.
   Google Scholar
• Connell, R. W. 2013a. “Why Do Market ‘Reforms’ Persistently Increase Inequality?” Discourse: Studies in the Cultural Politics of Education 34 (2): 279–285.
   Web of Science ®Google Scholar
• Connell, R. W. 2013b. “The Neoliberal Cascade and Education: An Essay on the Market Agenda and Its Consequences.” Critical Studies in Education 54 (2): 99–112.
   Web of Science ®Google Scholar
• Dewey, J. 1997. Experience and Education. New York: Touchstone.
   Google Scholar
• Edwards-Groves, C., R. B. Kemmis, I. Hardy, and P. Ponte. 2010. “Relational Architectures: Recovering Solidarity and Agency as Living Practices in Education.” Pedagogy, Culture & Society 18 (1): 43–54. https://doi.org/10.1080/14681360903556814.
   Google Scholar
• Evetts, J. 2009. “New Professionalism and New Public Management: Changes, Continuities and Consequences.” Comparative Sociology 8: 247–266.
   Google Scholar
• Evetts, J. 2011. “A New Professionalism? Challenges and Opportunities.” Current Sociology 59 (4): 406–422.
   Web of Science ®Google Scholar
• Fielding, M., and P. Moss. 2011. Radical Education and the Common School: A Democratic Alternative. London: Routledge.
   Google Scholar
• Freire, P. 1977. Pedagogy of the Oppressed. New York: Harmondsworth.
   Google Scholar
• Gale, T., and K. Densmore. 2003. Engaging Teachers: Towards a Radical Democratic Agenda for Schooling. Maidenhead: Open University Press.
   Google Scholar
• Gale, T., C. Mills, and R. Cross. 2017. “Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work.” Journal of Teacher Education 68 (3): 345–356.
   Web of Science ®Google Scholar
• Giroux, H. A. 2005. “The Terror of Neoliberalism: Rethinking the Significance of Cultural Politics.” College Literature 32 (1): 1–19.
   Web of Science ®Google Scholar
• Giroux, H. A. 2015. Against the Terror of Neoliberalism: Politics Beyond the age of Greed. New York: Routledge.
   Google Scholar
• Gonski, D. 2019. Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools. Canberra: Commonwealth of Australia. Australian Government Printing Service.
   Google Scholar
• Groundwater-Smith, S., and J. Sachs. 2002. “The Activist Professional and the Reinstatement of Trust.” Cambridge Journal of Education 32 (3): 341–358.
   Google Scholar
• Hargreaves, D. H. 1999. “The Knowledge-creating School.” British Journal of Educational Studies 47 (2): 122–144.
   Web of Science ®Google Scholar
• Harvey, D. 2005. A Brief History of Neoliberalism. Oxford: Oxford University Press.
   Google Scholar
• Hattam, R., and B. Prosser. 2008. “Unsettling Deficit Views of Students and Their Communities.” The Australian Educational Researcher 35 (2): 89–106.
   Web of Science ®Google Scholar
• Hattam, R., and L. Zipin. 2009. “Towards Pedagogical Justice.” Discourse: Studies in the Cultural Politics of Education 30 (3): 297–301.
   Web of Science ®Google Scholar
• Hayes, D., R. Hattam, B. Comber, L. Kerkham, R. Lupton, and P. Thomson. 2017. Literacy, Leading and Learning: Beyond Pedagogies of Poverty. London: Routledge.
   Google Scholar
• Hayes, D., K. Johnston, and A. King. 2009. “Creating Enabling Classroom Practices in High Poverty Contexts: The Disruptive Possibilities of Looking in Classrooms.” Pedagogy, Culture & Society 17 (3): 251–264.
   Google Scholar
• Hickey, A., T. Pauli-Myler, and C. Smith. 2020. “Bicycles, ‘Informality’ and the Alternative Learning Space as a Site for Re-engagement: A Risky (Pedagogical) Proposition?” Asia–Pacific Journal of Teacher Education 48 (1): 45–59.
   Web of Science ®Google Scholar
• Kincheloe, J., and S. Steinberg. 1998a. “Lesson Plans from the Outer Limits: Unauthorized Methods.” In Unauthorized Methods: Strategies from Critical Teaching, edited by J. Kincheloe and S. Steinberg, 1–23. Hoboken: Peter Lang.
   Google Scholar
• Kincheloe, J., and S. Steinberg. 1998b. Students as Researchers: Creating Classrooms That Matter. London: Falmer Press.
   Google Scholar
• Lingard, B. 2007. “Pedagogies of Indifference.” International Journal of Inclusive Education 11 (3): 245–266.
   Google Scholar
• Ljungblad, A. L. 2019. “Pedagogical Relational Teachership (PeRT): A Multi-relational Perspective.” International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1581280
   Web of Science ®Google Scholar
• Lusted, D. 1986. “Why Pedagogy?” Screen 27 (5): 2–16.
   Web of Science ®Google Scholar
• McGregor, G., and M. Mills. 2014. “Teaching in the ‘Margins’: Rekindling a Passion for Teaching.” British Journal of Sociology of Education 35 (1): 1–18.
   Web of Science ®Google Scholar
• Moll, L., C. Amanti, D. Neff, and N. Gonzalez. 1992. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory Into Practice 31 (2): 132–141.
   Google Scholar
• Morgan, A., D. Pendergast, R. Brown, and D. Heck. 2015. “Relational Ways of Being an Educator: Trauma-informed Practice Supporting Disenfranchised Young People.” International Journal of Inclusive Education 19 (10): 1037–1051. https://doi.org/10.1080/13603116.2015.1035344.
   Web of Science ®Google Scholar
• Myran, S. 2018. “Too Many Cooks in the Kitchen: Struggling for Voice and Sense of Place in a Rural School–University–Community Collaboration." In Innovation and Implementation in Rural Places: School–University–Community Collaboration in Education, edited by R. M. Reardon and J. Leonard, 107–133. Charlotte: Information Age Publishing.
   Google Scholar
• Osterman, K. F. 2000. “Students’ Need for Belonging in the School Community.” Review of Educational Research 70 (3): 323–367.
   Web of Science ®Google Scholar
• Parliament of Australia. 2014. Executive summary of the Senate Select Committee of School Funding. https://www.aph.gov.au/parliamentary_business/committees/senate/school_funding/school_funding/report/a03.
   Google Scholar
• Perryman, J., S. Ball, M. Maguire, and A. Braun. 2011. “Life in the Pressure Cooker – School League Tables and English and Mathematics Teachers’ Responses to Accountability in a Results-driven Era.” British Journal of Educational Studies 59 (2): 179–195.
   Web of Science ®Google Scholar
• Reeves, J., and L. Le Mare. 2017. “Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration.” International Journal of Emotional Education 9 (1): 85–98.
   Web of Science ®Google Scholar
• Riddle, S., and D. Cleaver. 2017. “Working Within and Against the Grain of Policy in an Alternative School.” Discourse: Studies in the Cultural Politics of Education 38 (4): 498–510.
   Web of Science ®Google Scholar
• Rodgers, C. R., and M. B. Raider-Roth. 2006. “Presence in Teaching.” Teachers and Teaching 12 (3): 265–287. https://doi.org/10.1080/13450600500467548.
   Google Scholar
• Sachs, J. 2001. “Teacher Professional Identity: Competing Discourses, Competing Outcomes.” Journal of Education Policy 16 (2): 149–161.
   Web of Science ®Google Scholar
• Sachs, J. 2003. The Activist Teaching Profession. Buckingham: Open University Press.
   Google Scholar
• Sachs, J. 2016. “Teacher Professionalism: Why Are We Still Talking About It?” Teachers and Teaching 22 (4): 413–425. https://doi.org/10.1080/13540602.2015.1082732.
   Web of Science ®Google Scholar
• Sellar, S. 2009. “The Responsible Uncertainty of Pedagogy.” Discourse: Studies in the Cultural Politics of Education 30 (3): 347–360.
   Web of Science ®Google Scholar
• Sellar, S. 2012. “‘It’s All About Relationships’: Hesitation, Friendship and Pedagogical Assemblage.” Discourse: Studies in the Cultural Politics of Education 33 (1): 61–74.
   Web of Science ®Google Scholar
• Shor, I. 1994. Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press.
   Google Scholar
• Shor, I. 1996. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: University of Chicago Press.
   Google Scholar
• Smyth, J. 2016. “The Australian Case of Education for Citizenship and Social Justice.” In The Palgrave International Handbook of Education for Citizenship and Social Justice, edited by A. Peterson, R. Hattam, M. Zembylas, and J. Arthur, 307–325. London: Palgrave Macmillan.
   Google Scholar
• Thomson, P., B. Lingard, and T. Wrigley. 2012. “Reimagining School Change: The Necessity and Reasons for Hope.” In Changing Schools: Alternative Ways to Make a World of Difference, edited by T. Wrigley, P. Thomson, and B. Lingard, 1–14. London: Routledge.
   Google Scholar
• Thrupp, M., and R. Lupton. 2006. “Taking School Contexts More Seriously: The Social Justice Challenge.” British Journal of Educational Studies 54 (3): 308–328.
   Web of Science ®Google Scholar
• Van Manen, M. 2016. The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. Abingdon: Routledge.
   Google Scholar
• Wacquant, L. (2005). “Habitus." In International Encyclopedia of Economic Sociology, edited by J. Becket and Z. Milan. Abingdon: Routledge.
   Google Scholar
• Waller, W. 1932. The Sociology of Teaching. New York: John Wiley & Sons.
   Google Scholar
• Yunus, M. M., W. S. W. Osman, and N. M. Ishak. 2011. “Teacher–Student Relationship Factor Affecting Motivation and Academic Achievement in ESL Classroom.” Procedia – Social and Behavioral Sciences 15: 2637–2641.
   Google Scholar
• Zipin, L. 2017. “Pursuing a Problematic-based Curriculum Approach for the Sake of Social Justice.” Journal of Education 69: 67–92.
   Google Scholar
• Zipin, L., and M. Brennan. 2018. “Transforming the Curriculum Frame: Working Knowledge Around Problems That Matter.” In Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities, edited by S. Gannon, R. Hattam, and W. Sawyer, 245–256. Abingdon: Routledge.
   Google Scholar
• Zipin, L., S. Sellar, and R. Hattam. 2012. “Countering and Exceeding ‘Capital’: A ‘Funds of Knowledge’ Approach to Re-imagining Community.” Discourse: Studies in the Cultural Politics of Education 33 (2): 179–192. https://doi.org/10.1080/01596306.2012.666074.
   Web of Science ®Google Scholar