The Pedagogy of Relation and Educational Communities




relational pedagogy, educational communities, reform, dialogue, attachment, relational self, accountability


The paper challenges the efficacy of traditional educational reforms focused on accountability, choice, and technology, proposing that the essence of education lies in the relational dynamics between teachers and students. The author explores the concept of the relational self, arguing that education involves the development of diverse relational selves through various life stages. The author critiques dominant educational theories for neglecting the fundamental caregiver-child relationship, emphasizing the need for educational relationships that balance support and challenge. The text advocates for a new dimension of educational accountability that measures relational well-being, calling for a paradigm shift to recognize the importance of relational dynamics in educational outcomes and student experiences. The work presents a case for redefining educational success beyond conventional metrics, underscoring the transformative power of relational pedagogy.

Author Biography

Alexander M. Sidorkin, California State University Sacramento

Alexander M. Sidorkin is the Dean of the College of Education at California State University, Sacramento. He has authored five books and over 90 papers and chapters on the philosophy of education, economics of education, and innovation studies in education. He has also spent a significant part of his scholarly career constructing a theory of relational pedagogy, using a variety of philosophical, sociological, economic, and anthropological frameworks. His recent book, “Pedagogy of Relation: Education After Reform,” presents the case for a relational turn in education.  




How to Cite

Sidorkin, A. (2023). The Pedagogy of Relation and Educational Communities . International Review of Theoretical Psychologies, 2(1), 46–56.