"The University is not a crèche for kids”: Towards Partnerships and Growth-Fostering Relationships between Teachers and Students in Higher Education
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Abstract
This study examines the linkage between partnerships and growth-fostering relationships between teachers and students in a South African university using relational cultural theory (RCT) and students as partners (SaP) as the theoretical underpinning. Two separate sets of semi-structured interview schedules were administered to 21 teachers and 45 students in the university. While the findings revealed some similarities in the features of partnerships and growth-fostering relationships such as connectedness, collaborative enablement, reciprocity, respect, trust, openness, good communication and honesty, the study also revealed some differences. For instance, collaborative enablement, partnerships and shared responsibilities were found to be features that strengthen partnerships as compared to growth-fostering relationships. Similarly, the ethics of care and teacher responsiveness were more likely to enhance growth-fostering relationships rather than partnerships. The study concludes that partnerships and growth-fostering relationships between teachers and learners mutually serve to enhance students’ learning experiences.
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