Navigating Relational Pedagogy in Cross-Cultural Contexts

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Poster Presentation

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Using a combination of several theoretical perspectives, this paper examines the nature of pedagogical relationship in cross cultural teaching context. Data were collected from researcher’s reflective journal, online surveys, course evaluations, students’ reflections as well as from other African born educators. A phenomenological approach was used to conceptualize and analyze the data. Findings indicate that cross cultural teaching can potentially be a site of conflict and tension but these can be reduced or eliminated by taking an ontological attitude to teaching and implementing responsive pedagogy. Moving from a conflictual to a positive relationship involved being conscious of the relational gap in teaching and working to foster a productive pedagogical relationship.


Presented at the annual meeting of the American Educational Research Association (AERA), held in Philadelphia, Pennsylvania, April 6, 2014.

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