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This paper aims to consider the use of relational cultural theory (RCT) as an underlying, processual orientation for teaching with those who are living and learning at the intersection of multiple, marginalised identities.

The concept of intersectionality is defined, and key characteristics of intersectional approaches are described. The criticality of teaching for intersectionality-related social justice goals involving inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis is identified. Consideration is given to the viability of RCT as an underlying orientation for teaching with students who live and learn at the intersection of multiple, marginalised identities.

RCT is consonant with key characteristics of intersectional approaches, including rejection of essentialist perspectives; recognising the roles of power in creating, maintaining and legitimising interlocking marginalisations; retaining race as a critical point of intersectional analysis and practice; recognising the validity of insights obtained from non-dominant standpoints; and working to fulfill social justice goals. Practical guidelines from RCT that support social justice goals include facilitating student voice within a context of radical respect; use of “disruptive empathy”; attending to particular experiences within the context of systemic power dynamics; using co-active “power with” versus “power over” students; relying on mutuality and fluid expertise; and reframing student resistance.

This paper provides a foundational overview of the history, nature and uses of RCT as an underlying processual orientation when teaching across diverse academic disciplines for students who live and learn at the intersection of multiple marginalised identities. Detailed case studies involving the application of RCT, including those involving teacher self-reflection would be useful.

Guidelines are provided for the practical application of RCT when teaching for intersectionality across diverse academic disciplines.

RCT supports the intersectionality-related social justice goals of inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis.

Intersectional pedagogies have been associated with positive attitudinal, intentional and behavioural outcomes. However, despite some notable exceptions, intersectional pedagogies are still absent in most academic disciplines. This paper provides practical guidance on the use of RCT as an underlying processual orientation when teaching for intersectionality across diverse academic disciplines.

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.

The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher–student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study.

Participants were 19 lead teachers (swe: förstelärare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns.

The majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention.

The lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose.

The research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development.

The study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.

As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies with preservice teachers preparing to teach and inservice teachers who come to online courses for professional development.

This chapter explores common frameworks for interactive relational models of teaching from John Dewey, Lev Vygotsky, and Paulo Friere and then proposes, using examples from the author’s practice, how these models translate into online contexts.

Diversity in education calls for increased awareness of individuals using a relational stance. This stance should apply both to schoolchildren as well as the teacher candidates and teachers in development that are coming to teacher education to build and improve their practice.

More research on relationality in online learning is necessary. This research should take shape through using theories that are complex enough to provide insights that marry the pedagogical with the relational aspects of teaching as part of a comprehensive teacher education experience.

This chapter makes a valuable contribution to research in teaching online through its thorough inquiry into theories of learning and teaching and they apply – or do not – online.

The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context.

Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted.

Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole.

Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature.

Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided.

Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

Self-study in teacher education practices is rife with tensions revolving around self and its position in relation to teaching practice and research. In this chapter, I explore and demonstrate these tensions building on Schwab's practical orientation and following its developments in narrative research and self-study. In particular, I focus on the role of self-knowledge in my work as a teacher educator as it has featured in my own self-studies. To present this, I rely on relational teacher education, a framework that I have developed and has guided my living and teaching as a teacher educator. Overall, this progression will demonstrate my belief that self-study is a crucial vehicle for developing self-knowledge; however, it ought to be seen as a means for relational teaching practice and not merely as an end.

This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

Through a 10-month ethnographic study of one afterschool program that teaches teens how to make documentaries, I demonstrate that the confluence of blurred organizational goals; weak relational trust among staff; and funding pressures may have the unintended consequence of exploiting students for their work products and life stories.

The study finds that, while not all organizations function with student work at its center, many afterschool organizations are under increasing pressures to document student gains through tangible measures.

Implications from these findings reveal the need for developing strong relationships among staff members as well as establishing transparency in funding afterschool programs from within the organization and from foundations in order to provide quality programming for young people.

This study informs organizational theory, specifically in terms of measures of variation in relational trust within an organization and its influence on young people. This chapter includes student accounts of experiences with staff to enhance the significance of relational trust.

The purpose of this paper is to explore the teaching performance of Turkish Business Schools (BSs). It also aims to determine the degree of importance of factors affecting the teaching performance of Turkish BSs. The final objective is to test the functionality and applicability of the model.

This study presents a ranking approach based on grey relational analysis (GRA). While evaluating the BSs, data were collected for 19 Turkish BSs in terms of five main criteria such as OSS score; Number of faculty members; Number of students per faculty member; the mean of KPSS score; and the standard deviation of KPSS score. In the analysis, three weighted methods were integrated into the GRA in order to weight the criteria.

According to this result, the main factor influencing the teaching performance of Turkish BSs is the OSS score. This study can also confirm that the results obtained from the ranking orders using the proposed methods are reliable and these results can help decision makers to identify the best alternative.

In order to provide benchmarking data more effectively, in future, it would be helpful to collect data from both foundation and state universities with a research focus. Moreover, as an interesting suggestion for future research, fuzzy environment may be further integrated into the framework of GRA.

In contrast to prior research, this study makes comparisons based on the scores of national exams instead of different bibliometric indicators. Furthermore, there are no studies which have used GRA and these weighted methods as combined in education sector.

This paper aims to describe the educational philosophy and practice underpinning the Royal Australasian College of Medical Administrators (RACMA) program and how it is aligned with the needs of the Australian and New Zealand health care systems. Preparing future doctors as medical leaders requires keeping pace with developments in medical education and increased sophistication on the part of teaching and supervising faculty.

This paper is a descriptive case study. The data are complemented by workforce data and excerpts from the RACMA Management and Leadership Curriculum.

The RACMA has developed a program informed by current best practices in medical education. The educational underpinnings and instructional practices of the RACMA emphasize leadership as a collaborative social process and the importance of relational leadership in successful modern day practice. The ongoing development of the program has a focus on setting of clear learning objectives, regular and continuous feedback to trainees and reflective practice facilitated by the close relationship between trainees and their preceptor.

Although a site-specific case study, the application of relational models of teaching can be applied in other settings.

The application of relational models of teaching can be applied in other settings.

This paper fulfils a social need to describe successful competency models used for medical leadership development.

This paper fulfils an identified need to define competency models used as a foundation for medical leadership development.

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.