Re-viewing my practice using a relational world view

Abstract

Researchers in Aotearoa New Zealand and beyond are turning their attention to the importance of relationality for successful learning. In this article, I attempt a ‘re-view’ of what learning and teaching in literacy could look like if we, as teachers and as scholars, take a relational worldview seriously and apply it to literacy learning. I use this concept of “relationality” (Bishop, 2019; Johansson-Fua et al., 2020, Sanga et al. 2018) to understand how people, in this case children, interact with their social worlds to learn. My intention is that this review will allow teachers to look for the processes of change in action.