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Friday, November 8 • 1:00pm - 2:00pm
Exploring a Relational Response to Student Self-Disclosure in the Classroom

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Integrated learning pedagogies that encourage students to connect personal experiences to class material often inspire transformative learning. In the process of making such connections, some students disclose material that renders them too emotionally vulnerable and therefore negatively impacts the learning process. Relational theory offers profound wisdom for navigating student self-disclosures within the complex array of intersubjective exchanges typical in classroom settings. Whether or not a student’s disclosure is productive to the learning process depends on myriad factors (i.e. the student’s sense of safety and belonging, equity and inclusion in the classroom, the response of the teacher and other students to the disclosure, etc). Shining a relational lens on this issue offers opportunity for deep discourse regarding the relational components inherent in the process of teaching and learning.


Friday November 8, 2019 1:00pm - 2:00pm EST
Table 18, CCA Lincoln Campus Center, 1 Campus Center Way, Amherst, MA 01121

Attendees (2)