Abstract
Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness
Highlights
With the sense of safety being threatened as a result of the COVID-19 pandemic, how could community and the relationships we develop within these, make us feel safe? The need for safety could be operationalised by the development and fostering of educational spaces where we can open up, be our real selves, trust each other, develop confidence in ourselves
It is the diversity of voices, people and backgrounds that acts as a curiosity trigger and motivator and can enrich, open-up our worldview and foster human relationships that are supportive and often lead to social connections and collaborations (Nerantzi 2017; Roberts et al 2020)
This article has illustrated the value of creating human relationships in learning and teaching and how this can be achieved through openness, collaboration and creativity through a GOGN example and related experiences
Summary
In communities we seed and nurture relationships of trust that will help us grow emotionally and socially, not just for life and for learning and teaching as these are not activities or processes that happen outside the human experience but within it. The authors suggest that “rather than offering a pathology of student learning or failure of tutor skills and techniques, a relational pedagogy locates failures, crises and difficulties within the relationships that the student establishes with tutors, peers, the institution (as a disembodied other) and the discipline under study.” Endorsing such a relational approach to teaching and learning could potentially help the university community as a whole to develop, through the identification of challenges that can collectively be addressed. The system of student reps, which is well-established across the UK HE sector, works towards this direction by fostering a collaborative partnership between the student body, the academic staff and the support services
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