ABSTRACT
This chapter engages the relationships between teacher and student in schools. It looks at the general relationships that emerge within schools between students, teachers, and the curriculum to continue our development and understanding of "liking". The emotional space of the classroom is one that chronically complicates the work of teaching and learning while simultaneously creating the very possibilities of teaching and learning. The chapter explores why like is so ubiquitous in schools and what it does for us as we think through the plethora of issues, challenges, and concerns that emerge within the pedagogical relationship. It proposes the work of accompaniment where teachers and students accompany one another, side by side, to do the work of teaching and learning. Bargaining for likability feels inappropriate for teachers who have gone through years of education. Tied, ultimately to his developing notion of "parrhesiastic friendship", Roach sees "Foucault's friendship" as an extension of the Cynic tradition.
