Abstract
Abstract Direct engagement with children, teachers and the curriculum that brings them together in pedagogical relationships figure prominently in my work with beginning teachers and researchers. A dialogical approach to teaching, celebrating the contingencies of each class and each situation, leads to a vital and constantly challenging engagement with the process of educating as reciprocal and open-ended. Grounded in philosophies of reciprocity and relationship, this way of being in the university respects the rhizomatic nature of knowing and becoming, eschewing the overly determined and stratified spaces of pre-ordained and standardized curriculum in favour of the emergent and unpredictable.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
