Framing Theories:
The Basis for Inquiry
This inquiry builds heavily on Gilligan’s (1996) views of relationship development as possibly the most important aspect of human development in that much of the learning that takes place in this world is, in one way or another, social learning. In a classroom, adolescents learn from one another, about one another, with one another, and at the very least next to one another, which means that a large percentage of their academic experiences will be filtered in some way through their relationships with other people. This in turn means that the quality of these classroom relationships, including the teacher-student relationship, is highly important to the success of a classroom.
On the student side of this relationship, Freire (2000) calls for an increase in student agency; students need to want, have, and believe that they have some control over their own educational development. Lerner, Almerigi, Theokas, & Lerner’s (2005) studies of positive youth development indicate that students who feel this sense of agency and ability are likely to continue to grow in the areas of their life that make them feel this way. The confidence that they gain from this growth is then likely to carry over to other areas of these students’ lives, including school subjects in which they have shown less skill previously. When it comes to student underperformance or misbehavior, Wallis & Dell (2004) point out that adolescent brains have not reached full maturity, and because of this it is natural for them to make mistakes. Wallis & Dell (2004) suggest that teachers should avoid heavy-handed interventions when these mistakes happen. This inquiry project proposes intentional increases in relationship building as an alternative to heavy handed intervention.
On the teacher side of this, Kincheloe & Hayes (2007) emphasize the need for teachers to admit and accept the differences between themselves and their students. In order to truly reach students, particularly at risk students, teachers need to humble themselves enough to believe that their students have value—not only potential value to be developed but also present day, existing value which they bring with them to the classroom. In the case of teachers from a dominant culture (e.g. white males), McIntosh (1989) also reminds us to acknowledge the privileges inherent in this dominant position—that these privileges affect the way we relate to students as well as the way students relate to us. Such and acknowledgment is the first step toward socially just education.
Linda Christensen (2009) emphasizes both joy and justice as essential components in quality teaching. Students are most motivated to learn, she suggests, when they are passionate about the subject matter and when they are given the opportunity to truly understand and engage with the world around them. This inquiry project presupposes that improved relationships between teacher and student will improve a teacher’s ability to respond to student passions and needs with this aim in mind.
On the student side of this relationship, Freire (2000) calls for an increase in student agency; students need to want, have, and believe that they have some control over their own educational development. Lerner, Almerigi, Theokas, & Lerner’s (2005) studies of positive youth development indicate that students who feel this sense of agency and ability are likely to continue to grow in the areas of their life that make them feel this way. The confidence that they gain from this growth is then likely to carry over to other areas of these students’ lives, including school subjects in which they have shown less skill previously. When it comes to student underperformance or misbehavior, Wallis & Dell (2004) point out that adolescent brains have not reached full maturity, and because of this it is natural for them to make mistakes. Wallis & Dell (2004) suggest that teachers should avoid heavy-handed interventions when these mistakes happen. This inquiry project proposes intentional increases in relationship building as an alternative to heavy handed intervention.
On the teacher side of this, Kincheloe & Hayes (2007) emphasize the need for teachers to admit and accept the differences between themselves and their students. In order to truly reach students, particularly at risk students, teachers need to humble themselves enough to believe that their students have value—not only potential value to be developed but also present day, existing value which they bring with them to the classroom. In the case of teachers from a dominant culture (e.g. white males), McIntosh (1989) also reminds us to acknowledge the privileges inherent in this dominant position—that these privileges affect the way we relate to students as well as the way students relate to us. Such and acknowledgment is the first step toward socially just education.
Linda Christensen (2009) emphasizes both joy and justice as essential components in quality teaching. Students are most motivated to learn, she suggests, when they are passionate about the subject matter and when they are given the opportunity to truly understand and engage with the world around them. This inquiry project presupposes that improved relationships between teacher and student will improve a teacher’s ability to respond to student passions and needs with this aim in mind.