The way students learn should be of interest to teachers who honor and respect all without exception and irrespective of diversity. Understanding students from their point of view
is important because “each individual has constructed his or her own version of reality, but individuals are influenced by their culture and contexts” (Willis, 2007, p. 49). Understanding the
place of culture and how contexts are different from place to place and person to person should be important factors to think about in our choice of pedagogy. Smith (2001) states that
“classroom knowledge is socially constructed rather than being merely transmitted from teacher to student” (p. 221) hence, the student voice needs to be heard. Transmission pedagogy or the
teacher-talk-student-listen approach is one of the themes discussed, among others, as reasons why students’ interest and enrolment in science courses are declining (Lyons, 2006). When the
teacher is the one doing the talking without the view of the students, the knowledge delivery becomes imbalanced. If ‘education is life’ ( Dewey, 1916, p. 239) then the teaching should be
living, not fixed or one-sided like the traditional approach top down design that gives power to the teacher to be in control. The sharing of culture and contexts is only made possible when the story or experience is invited. This reminds me of the saying of one of my professors that “education and teaching is organic” thus, lesson plans or notes should not replace the students’
voice and contribution in the classroom. Learning is socially constructed; therefore, students learn through interaction with one another and their environment. If teaching and learning are truly living and organic, they should be evolving and this will happen when there is room for social interaction and the expression of emotion, feeling and thoughts through the sharing of life experiences.
RJE is a pedagogy that combines social and emotional dimensions with academics in a relational and safe environment where students interact, share and learn from each other freely without fear or anxiety. There are other learning strategies that are student-centred, for example the inquiry-based learning among others, which is a good authentic learning strategy that is
different from transmissive pedagogy. It also centres on individual learning that limits the sharing of knowledge and experiences and thus usually centres more on individual learning rather than the collective. The level of interaction depends on the teacher’s knowledge and skill of the inquiry approach and this can limit the sharing of knowledge and experiences. Two heads are better than one is a common saying, so it is good to hear the perspectives of others rather than keeping to oneself (Davis, Sumara, & Luce-Kapler, 2015). The students should not be left alone with worksheets or projects to be completed without connection and application to everyday life experiences. All that teachers give students to do should, “open up a pedagogical territory worth of teachers’ and students’ attention and devotion” (Jardine, Clifford & Friesen, 2003, p. 8). I
think this describes the equal partnership and collaboration that allows the students to take ownership for their learning.
Teachers as leaders occupy a very sensitive position that can either make or mar (break) lives through their teaching philosophy and methods. Think about a classroom “where a one-way monologue of teacher-talk silences the students” (McLaren & Leonard, 1993) denying the
students of the opportunity of working together with the teacher and their peers learning, which is socially constructed. I want to use myself as an example here. As an international student and an immigrant, cultural differences are usually a challenge in the class and the only thing that made a difference to me in RJE class was the approach. With the use of circle for sharing reflection, I was able to hear the views of others and in the process of interaction, I was able to learn new language, words, metaphors and to get to know people better who made me feel safe and comfortable in this multicultural environment.
To me it is evident that apart from the conceptual knowledge of RJE, the learning circle is a practical way that this interaction can take place for students to learn. RJE works to guide
against harmful practices and procedures in the school system that prevent students from
learning. This includes policies and practices that foster a climate of violence or those that appear to be neutral but result in discrimination and dehumanization (Watkinson, 1997). The concern of the RJE is not only about reducing school violence, but it is also changing the condition that leads to violence (Evans, Lesta & Anfara, 2013). From what is known so far about RJE, Evans et al (2013) identify seven principles from the literature that guide RJ practice: meeting needs, providing accountability, making things right, viewing conflicts as a learning opportunity, building healthy learning communities, restoring relationships and addressing power imbalances. RJE embraces a democratic education by building a community that values and treats others with respect (p. 58-60). Relationships are a common RJ discourse as an approach that moves from rules that discriminate or hurt. Relationships usually begin with self, then by extension to others (adults, youths), pedagogy and curriculum, and institutions and policies (Vaandering, 2014).