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Relational Knowing in the Reform of Educational Cultures by Margaret A. Gallego, Sandra Hollingsworth & David A. Whitenack — 2001Drawing on examples of collaborative projects in two urban Professional Development Schools, the authors argue against educational reform based solely on curricular standards. They advocate the resources and structures to establish critical relationships enabling educators to learn about themselves as they learn with others, thereby creating the opportunity for the understanding and development of different perspectives. Analyzing relationships characterizing contrastive PDS collaborations, they suggest that relational knowing or knowledge of curriculum and instruction, knowledge of self and other, and knowledge of critical action – must be in place before school and university reform can occur.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Margaret Gallego
San Diego State University
E-mail Author
Margaret A. Gallego is an Associate Professor of Literacy at San Diego State University. She is co-editor, with Sandra Hollingsworth, of Personal, Community and School Literacies: Challenging a Single Standard (Teachers College Press, 2000)
- Sandra Hollingsworth
Developmental Studies Center
E-mail Author
Sandra Hollingsworth is Professor and Director of Reading and Language Arts at the Developmental Studies Center, a non-profit organization in Oakland, California. She is the author of International Action Research: A Casebook for Educational Reform (Falmer, 1997).
- David Whitenack
San Jose State University
E-mail Author
David A. Whitenack is Assistant Professor of Bilingual Education in the Division of Teacher Education at San José State University, California.
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