ABSTRACT
This chapter explores the theme of relational pedagogy and considers its implications for learning in the twenty-first century. Examples are provided from the New Zealand context, where the early childhood curriculum, Te Wha¯riki (Ministry of Education 1996b), is based on reciprocal and responsive relationships, and teachers have been exploring what this means for practice. The importance of relational pedagogy for school contexts is also discussed. The intention is to stimulate reflections on pedagogy. Internationally we share many similar concerns, and exploring other people’s journeys can help us to examine our own practice.
