This article presents a theoretical relational perspective of education, Pedagogical Relational Teachership (PeRT), which supports the development of new knowledge about teachers' relational proficiencies to create opportunities for students to participate in their education and to emerge as unique individuals and speak with their own voices. Within the field of inclusive education, it is a relational approach where teaching is to be understood relationally. The fundamental bases in this inclusive perspective on education are the Convention on the Rights of the Child and the Salamanca Statement. The concept of relational teachership is elaborated on to emphasise the importance of teachers' relational proficiencies in the classroom. The article also clarifies how PeRT includes a multi-dimensional model to illuminate relational processes and relationships on different levels within the educational system. PeRT is a relational approach for scholars and practitioners, which can be seen as a new beginning and an invitation to a relational pathway that explores participation, accessibility and equity.

Utbildning har under de senaste decennierna dominerats av mätningar och rationalitet, vilket har bidragit till att relationella värden har åsidosatts. Syftet med denna artikel är att belysa relationella dimensioner av lärares arbete med utgångspunkt i resultaten i två empiriska klassrumsstudier (Ljungblad, 2016; Rinne, 2014) där pedagogisk takt har använts som teoretiskt analysverktyg ur Lövlies (2007) och van Manens (1991, 2015) perspektiv. I båda studierna utgör intersubjektivitet en central dimension. Genom att spegla studiernas resultat mot varandra framträder en djupare förståelse av komplexa relationella skeenden som lärare är involverade i och måste hantera. I artikeln diskuteras hur begreppet pedagogisk takt skapar möjligheter att synliggöra relationella dimensioner av läraryrket. Mer specifikt visar resultaten hur lärarna skapar en kon-takt med eleverna och synliggör relationella värden som möjliggör att elever kan framträda som subjekt. Vidare belyser artikeln hur pedagogisk takt kan bidra till att komma bortom det förgivettagna antagandet om att läraryrket är ett enkelt yrke. Sammanfattningsvis betonas vikten av existentiella värden i utbildning som en motvikt till att elever objektifieras i mätningarnas tidevarv.

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This article presents an innovative project revolving around student participation in homework activities. The theoretical framework is relational pedagogy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Pedagogical Relational Teachership (PeRT). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence-building emerged between students and mentors over time. The examination of the mentor-student relationships highlights how a new interpersonal relational capital launched a movement with a possible change in social position, in terms of entering future university studies. The article discusses the results at a societal level in relation to equity and young people’s possibilities of participating in future university studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.