Abstract
Invitational Theory argues that learning is enhanced when learners are positively encouraged or ‘invited’ into the educational experience. Arising from perceptual and self-concept theory, Invitational Pedagogy is constructed on four principles: respect for people, trust, optimism and intentionality, and upon five pillars: people, places, policies, programmes and processes. Its main contributions address the psychogeography and the constructive alignment of learning environments and the training of teachers and counsellors. Key research methods include the invitational/disinvitational index and the 5-P relay.
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