Introduction

This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as relationship-centred education.

Beginning with critical analysis of concepts such as student engagement, student satisfaction, and student-centred learning, the author goes on to investigate how literature relating to social justice challenges educators to consider these terms in particular ways.

From this basis, the book explores the factors featuring in inclusive, respectful, diverse and student-centred environments.

Analysis and Perspectives

In analysing these factors, the author illuminates the perspectives of university teachers who struggle with the unique challenges of working in the academy; including an increasingly broad set of employment demands and narrower criteria for determining impact, all while retaining focus on the transformative potential of higher education.

Target Audience

This book will be of interest to students and scholars of transformative learning, as well as social justice within higher education.