Teaching as evidence of learning

Rawlins, William K.

doi:10.1080/10570319609374541

Western Journal of Communication

1996

DOI: 10.1080/10570319609374541

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Teaching as evidence of learning

William K. Rawlins

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Cited by 5 publications

(1 citation statement)

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“…We are in their trust. Moreover, I believe that, at least for communication scholars, how we communicate with students cannot be separated from our educational goals because our pedagogical practices are reflexively connected to our subject matter (Rawlins, 1996).…”

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confidence: 99%

Teaching as a Mode of Friendship

Rawlins

2000

Commun Theory

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Pages 5-26This essay invites us to consider that we can live and practice teaching as a mode of friendship. This approach involves developing a caring relationship with students, searching for means and moments of speaking as equals, and encouraging shared responsibility for learning together. Educational friendship emphasizes positive and edifying communicative stances and relationships of teachers with individual students and toward classes as collectives. Even given this relationship, teachers and students face ongoing challenges in managing dialectical tensions, which make the sustained achievement of educational friendships a risky and fragile endeavor. These friendships are further limited by teachers' and students' subject positions, the structural inequality that historically and institutionally pervades educational contexts, and the risk of mystification that haunts offers of affection from persons in power positions to subordinates. Emphasizing good will, dialogue, respect for distance and differences among persons, and the equal validity of each student's life and learning experiences, teaching as friendship seeks to establish classes as judicious and caring political communities. Copyright 0 2000 International Communication Association5 Communication Theory as friendship. In studying (and living) friendship, I have learned that,

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Teaching as a Mode of Friendship

Rawlins

2000

Commun Theory

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Living Scholarship: A Field Report

Rawlins¹

2007

Communication Methods and Measures

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Enabling Reflexivity in a Mentoring Relationship

Chawla¹,

Rawlins

2004

Qualitative Inquiry

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This essay enacts a performance space in which the authors explore (an) “enabling” reflexivity through reconstructed conversations and a dialogic metanarrative about their evolving relationship as doctoral student and advisor. They narrate turning points, setbacks, and triumphs that show their struggles to evolve as intellectuals deeply committed to embodying the beneficial interrelations among their public and private dialogues. Their goal is to summon the reader and listener to reflect on her or his own ideas about the inherent embeddedness of intellectual and personal life in mentoring relationships. Their hope is that through showing, telling, doing, and witnessing, this performance space enables moments of reflexivity among listeners and readers.

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Teaching as evidence of learning

Cited by 5 publications

References 8 publications

Teaching as a Mode of Friendship

Teaching as a Mode of Friendship

Living Scholarship: A Field Report

Enabling Reflexivity in a Mentoring Relationship

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