Building relationships, living the curriculum

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter reflects critically on some of the current global discourses in education and argues for a reconsideration of the role of the teacher and of student learning, emphasising the importance of a reciprocal student-teacher relationship, as well as a thoughtful approach to curriculum. The discussion focuses first on the issues and pitfalls that come with the recent shifts towards performance-driven and outcomes-based practices in education, as well as the ‘learnification’ of education. Subsequently, the chapter explores alternatives as to how the role of the teacher and student learning may be reconsidered. It is argued that questions about the why, what and how of innovation in education need to be reflected on in-depth. Particular approaches to learning and a strong philosophy of education, whereby content, purpose and relationships are taken into consideration, are indispensable to the cultivation of responsible, ethical human beings. Copyright © 2022 selection and editorial matter, Ross Parker, David Coniam and Peter Falvey; individual chapters, the contributors.
Original languageEnglish
Title of host publicationFree learning: A student-directed pedagogy in Asia and beyond
EditorsRoss PARKER, David CONIAM, Peter FALVEY
Place of PublicationOxon
PublisherRoutledge
Pages74-82
ISBN (Electronic)9781003150695
ISBN (Print)9780367714017, 9780367714024
DOIs
Publication statusPublished - Nov 2021

Citation

Van dermijnsbrugge, E. (2021). Building relationships, living the curriculum. In R. Parker, D. Coniam, & P. Falvey (Eds.), Free learning: A student-directed pedagogy in Asia and beyond (pp. 74-82). Oxon: Routledge.

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