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Relational Knowing in the Reform of Educational Cultures

by Margaret A. Gallego, Sandra Hollingsworth & David A. Whitenack - 2001

Drawing 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.

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Cite This Article as: Teachers College Record Volume 103 Number 2, 2001, p. 240-266
https://www.tcrecord.org ID Number: 10724, Date Accessed: 10/20/2020 11:23:58 AM

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About the Author
  • 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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