Envisioning Relational Pedagogy That Cares for and Honors Students as Learners

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Theories and Pedagogies of Care (Table 3)

Abstract

The purpose of this qualitative study was to envision a framework for how to authentically care for students, particularly within a COVID sociopolitical context. Our research questions included: 1) How can teacher educators demonstrate care for teacher candidates? 2) How does the context of the COVID-19 pandemic impact how we consider and define the elements of care? 3) What could a framework of sociopolitical care look like? This research utilized Noddings’ (1998, 2012) care theory and critical theories and indigenous pedagogy to envision care that centers the student within a broader relational community. This study connects to AERA’s 2023 theme in its pursuit of co-constructed learning communities of care that honor the lived experiences of students within a sociopolitical context.

Authors

• Paul S Sutton, Pacific Lutheran University
  Presenting Author

• Rebecca Smith, University of Portland
  Presenting Author

• Gavin Tierney, California State University - Fullerton
  Presenting Author