Relational Cultural Theory and teaching
We appreciate how effectively Schwartz recaps her inner dialogue in small moments of teaching. By leading with an analysis of her own emotions, she can question her assumptions about a situation with a student and foreground the relationship. You may find yourself relating to her stories
The RCT [Relational Cultural Theory] focus on relationship allows me to avoid getting stuck in the idea that I should do this alone. I share the stories of those who help me, attempting to demystify the appearance of lone achievement that can cause others, students, for example, to feel as if they fail if they cannot achieve alone. A lifetime of building relationships gives me a solid set of resources critical to writing this book—I am convinced that if I did not have these people around me, this book would have been more of a struggle and less developed (or might not have come to fruition).
At the same time, we are not always literally in relationship (Surrey, 1985). RCT suggests relationship rather than separation as an organizing principle and concurrently acknowledges that we are not always in active connection with others. Applying RCT in the educational realm, I propose that relationship implies the availability of intellectual and emotional connection. We are not always connected to our students, nor they to us. But ideally they experience us as relationally available to them, accessible for connection. This does not indicate we are literally and infinitely available for a text or call. Nor does it imply that teaching and learning relationships do not occasionally include misunderstandings and conflict. However, in connected teaching, our students ultimately trust that we will reply to them with regard and a commitment to their learning.
This is a deeper sense of availability than “if I e-mail her, she will respond.” Rather, it is the sense that if a student contacts me, I will be intellectually and emotionally available and receptive. I will neither dismiss nor shame the student who does not understand something. I will not judge the student who is afraid of failure. I will meet the student’s curiosity and dreams with enthusiasm. I will offer valid and valuable critique. When I realize that I was not as effective in class or as present on a video call as I intended to be, I will reflect and attempt to do better next time. I will meet students with respect, commitment to their learning, openness, and enthusiasm. I will constantly strive to become a better teacher. I will share the reality of the scholarly life (joy and frustration, collaboration and solitude, obstacles and insight). And I will provide students with challenge and support as I strive to help them strive. In it all, I will honor their humanity and my own.