ABSTRACT
In Connected Teaching, Harriet L. Schwartz brings together several emerging educational and psychological perspectives. Relational-Cultural Theory (RCT) suggests that we grow through and toward relationship throughout our life span. In the RCT model of growth, there is an emphasis on mutuality. Teachers occupy a role, and they are accountable for bringing intentionality to the student–teacher relationship. Faculty are the shepherds of growth and relational well-being in academia. Schwartz addresses the importance of mattering, which is often related to power. In exploring sociopolitical aspects of connected teaching, Schwartz looks at the impact of inequality, marginalization, and exclusion. With gentle humor and openness, often joining with her students, she models a path of humility, curiosity, confidence, and the real strength of those who can explore uncertainty and imperfection. It is reassuring that Schwartz, with her feisty optimism, is determined to bring a relational–cultural understanding to bear on our educational challenges.
