Relational pedagogy for inclusion in (in)action: Exploring relational encounters in teaching and learning at a rural small school in India

Abstract

Studies on rural small schools consider close student-teacher relationships and strong school-family-community partnerships as strengths of the small school experience. However, there is little understanding of how relational encounters play out within teaching and learning processes at rural small schools, especially in India. Consequently, this article outlines a focused ethnographic exploration of relationships within a rural small school in Northern India. Using intersectionality and relational pedagogy as theoretical foundations for inclusion, this article argues that focusing on relationships within rural small schools can offer insights on inclusive and equitable education. By paying attention to the complex school-family-community interactions at the intersections of class, caste, gender, dis/ability, and rurality, a context-sensitive account of teaching and learning can be developed. Qualitative data generated through multiple research tools, like participant observations at the school, formal and informal conversations with teachers and parents, and participatory group discussions based on students’ drawings and photographs, were analysed using reflexive thematic analysis. Analysis revealed that while school-family-community relations were indeed positively experienced and perceived, caste-based beliefs and practices, centralised and standardised school activities, as well as a system of surveillance undermined the benefits of rural small school education. As a result, key recommendations have been offered towards the development and strengthening of relational pedagogical practices.