Relational Pedagogies Inside and Outside the Classroom
5 March 2026 · Online
UCL’s Centre for the Pedagogy of Politics (CPP) hosted this one-hour online panel on relational pedagogies inside and outside the classroom.
The event examined the benefits and challenges of relational approaches to teaching and learning, with particular attention to Political Science and International Relations. Speakers considered different understandings of relational pedagogy, their practical application in higher education, and the institutional and cultural conditions needed to support them. The panel also addressed the place of relationships beyond formal classroom teaching, including pastoral activities and wider institutional practices.
Panellists
Kate Schick, Associate Professor of International Relations, Te Herenga Waka Victoria University of Wellington, New Zealand
Claire Timperley, Senior Lecturer in Political Science, Te Herenga Waka Victoria University of Wellington, New Zealand
Karen Gravett, Associate Professor in Higher Education, University of Surrey, UK
Karen Gravett presented a posthumanist understanding of relational pedagogy, considering how educational relationships extend beyond interactions between students and educators to include technologies, environments and material conditions. Her contribution addressed how this perspective can inform teaching practices and help educators think about the role of digital technologies in higher education.
Kate Schick and Claire Timperley discussed their work on relational and slow pedagogy in Political Science. Drawing on their research into “spacious learning”, they shared approaches designed to create greater space for care, reflection and meaningful engagement. These included small learning communities, relational support for research and creative projects, creative writing and alternative approaches to assessment.
The session concluded with audience Q&A, including questions about how relational pedagogy can be researched beyond individual classrooms, the role of institutions in supporting relational practices, and whether the practical benefits of these approaches depend on adopting a particular philosophy of education.
Related reflections
Following the event, John Wilesmith published “Reflecting on this year’s UCL CPP events: ‘Relational Pedagogy Inside and Outside the Classroom’” (9 July 2026) on the Active Learning in Political Science (ALPS) blog, summarising the panellists’ contributions and key questions raised during the session.
In a second article, “Reflecting on this year’s UCL CPP events, Part 2: ‘Relational Pedagogy Without Foundations’” (3 August 2026), Wilesmith considered how questions raised during the panel informed his subsequent research into the philosophical foundations of relational pedagogy.
Related reading
Before the event, panellists Claire Timperley and Kate Schick published “Spacious Learning in Political Science” (22 September 2025) on ALPS, outlining their approach to relational, reflective and inclusive teaching.