Stylus Publishing (VA) Connected Teaching: Relationship, Power, and Mattering in Higher Education

Product Description At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She writes “Understanding our inner lives as teachers and our relational stance and practice with students is vital, as increasingly our role is less about transmitting information and more about inviting learning and shaping the nuance of dynamic learning spaces.” She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning.This book explores teaching as a relational practice – a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teaching is informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT’s founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice. Review "Harriet Schwartz has provided a welcome and much neededcontribution in our current educational climate of alienation and fragmentation.As we come to understand how connections and disconnections shape the teachingand learning enterprise, we learn to be increasingly in touch with and value therisks and rewards, the delights and dilemmas that fuel our passion for theacademic life."--Gregg Wentzell, Assistant Director, Center for Teaching Excellence "Miami University and Associate Director, Lilly Conference"Harriet Schwartz hasprovided an open door for all who are interested in rediscovering the importanceof teaching as a relational practice. Teaching (in higher education andelsewhere) has always been a difficult task, but changes in technology, studentexpectations, and other aspects has created an even more challengingundertaking. However, the core aspect of teaching has always been in buildingrelationships between the teacher and the student - no matter what additionaltechnological tools are available. Schwartz presents us with new ways to thinkabout connected teaching and the value of understanding relational culturaltheory in the context of 21st century education.--Catherine M. Wehlburg, Dean, Sciences, Mathematics, and Education "Marymount University"Every once in a great while a thinker comes along who upends traditional notions about how things get done. Harriet Schwartz takes on that role in her groundbreaking work Connected Teaching. And she does 'break ground': she lets us know from the outset that connected teaching is not about taking the path of least resistance, or being nice, or simply 'talking about' relationship. She also lets us know from the outset that she will be faithful to a fundamental tenet of relational-cultural practice: that a productive relationship is one which all participants have an opportunity to grow. To that end, Schwartz removes teaching from the traditional hierarchical models of practice and situates in firmly in the more amorphous territory of non-dualism. Throughout this work, she remains true to her basic premise and promise: that teaching is relational stance grounded in both power and