Rehearsing respectful relationships: feminist relational pedagogies and the craft of teaching

Globally, education policies and systems are increasingly dominated by rationality and measurement, resulting in an epistemic narrowing of pedagogy towards scripting and control. At a time when gender-based violence and educating for respectful relationships are major global issues, there is a need to generate evidence about pedagogical approaches that support delivery of respectful relationships education in schools. In this paper we report on findings from research into a teacher education program using arts-based relational pedagogies in sexuality and relationships education (SRE). Drawing on Braidotti’s concept of affirmative ethics, we explore how relational pedagogies can support PSTs to conceptualize and rehearse respectful relationships, imagine these relationships with future students and families, and begin to embody professional agency. We argue that feminist relational pedagogy operates as a critical counterpoint to technocratic governance in ITE, expanding the ethical and relational conditions necessary for educating about gender, sexuality and respectful relationships.