A common thread of relational theory is an assumption that education is a function of specific human relations and not certain behaviors. This is evidenced from most of the epic events of educational reforms in the 20th Century, which affirm that educational systems cannot be reconstructed by promoting any specific teaching or administrative practice. Most educational theorists agree that any educational process worthy its salt must endeavor to enhance relations in its teaching and learning endeavors. It is in this light that from its founding Starehe Boys Centre and School placed human relations as core to its administrative system. This paper examines the genesis of the theory of relations and its place in the education process, its effects on Starehe Boys Centre and School’s administrative system and emerging educational lessons from Starehe’s relational model. The paper contends that if relations are adequately utilized within the teaching and learning process they can alleviate various educational challenges. The paper demonstrates in depth that when relations are at the center of school management, the school flourishes and has possibilities of building an effective learning community that is close, whole, dialogical and engaging.
Visiting Scholar, Center for African Studies , Department of Linguistics, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA
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