Reimagining the Teacher's Role: A Relational Approach to Identity in Higher Education

The role of the teacher in higher education extends far beyond the simple transmission of knowledge. It involves cultivating relationships, engaging ethically, and co-constructing identity within a dynamic institutional framework. Traditionally seen as an autonomous and static construct, teacher identity is relational, formed through dynamic, dialogical interactions with students, colleagues, and institutional structures. Here I will attempt to reimagine teacher identity by building on philosophical and pedagogical foundations, particularly Martin Buber's (1958) philosophy of dialogue and Paulo Freire's (1970) pedagogy of liberation. Buber's "I -Thou" relationship concept highlights the transformative potential of authentic engagement between teacher and student. Freire views education as a collaborative process where educators and learners co-create knowledge. Together, these frameworks reject the notion of an autonomous self and instead place the relational teacher-student interaction at the center of educational practices and moral development.

Institutional contexts significantly shape teacher identity, often imposing rigid frameworks that constrain relational teaching. While intended to ensure accountability, metrics such as student evaluations, publication quotas, and standardized assessments prioritize quantifiable outputs over the qualitative depth of teacher-student relationships (Taylor, 1992). Bureaucratic demands, including accreditation standards and administrative reporting, further divert educators' focus from the relational core of their work. The growing reliance on contingent faculty positions exacerbates these challenges, as precarious working conditions discourage long-term investment in relational pedagogy (Giroux, 2014). Under these pressures, educators may adopt defensive retreats, relying on emotionally detached or overly formalistic approaches to teaching. This response mitigates institutional scrutiny and diminishes the authenticity and presence necessary for meaningful student engagement. Consequently, education risks becoming transactional rather than transformative.

The erosion of teacher presence has profound implications for both educators and students. Teacher presence, the ability to authentically engage with students, is integral to creating a classroom environment that fosters intellectual and moral growth. When institutional constraints discourage teachers from bringing their whole selves into the classroom, the relational foundation of education weakens. Students need meaningful role models essential for shaping values and ethical frameworks. Research in moral and character education highlights the significance of teacher integrity in inspiring students to engage with the world thoughtfully and morally (Nucci & Narvaez, 2008). Teachers who model relational authenticity not only transmit knowledge but also encourage students to value the process of learning and ethical engagement. Conversely, when institutional pressures stifle authenticity, students may internalize a mechanistic view of education, prioritizing outcomes over processes and conformity over creativity.

To address these challenges, higher education institutions must reimagine their practices to prioritize relational integrity and dialogical engagement. Recognizing the relational dimensions of teaching as integral to educational excellence is essential. Faculty evaluation systems should incorporate metrics that value teacher-student relationships, mentorship, and collaborative learning experiences. Institutions must also reduce bureaucratic burdens, enabling teachers to focus their time and energy on meaningful pedagogical interactions rather than administrative tasks. Investments in faculty development programs can equip educators with the skills necessary for dialogical teaching, such as active listening, empathy, and presence. These programs should emphasize teacher authenticity and relational pedagogy, helping faculty navigate the complexities of identity construction within standardized environments.

Creating dialogical spaces in higher education is another critical step toward fostering relational pedagogy. Smaller class sizes provide opportunities for personalized interactions, allowing teachers and students to engage in deeper and more meaningful exchanges. Interdisciplinary initiatives that promote collaboration across academic boundaries can further enrich the relational fabric of higher education, encouraging faculty and students to think beyond disciplinary silos. Universities should also establish forums where faculty can reflect on their teaching practices and share experiences. These spaces foster a community of practice that supports the ongoing construction of teacher identity. By centering these initiatives on relational values, institutions can create environments where teachers and students thrive as co-constructors of knowledge and moral agents in society.

In conclusion, the teacher's identity in higher education is neither static nor autonomous but a dynamic, dialogical process shaped by relationships and institutional contexts. Excessive institutionalization, while providing structure, often undermines the relational essence of teaching, leading to defensive retreats that erode teacher presence and diminish the transformative potential of education. Higher education can reclaim its mission as a space for intellectual growth and moral development by re-centering pedagogical practices on relational integrity and dialogical engagement. This reorientation requires systemic changes that recognize and support the relational dimensions of teaching, enabling educators to authentically engage with their students and fulfill their roles as guides and co-learners. Only by prioritizing the relational core of education can institutions create the conditions for authentic teacher-student relationships and the meaningful construction of identity in educators and learners.

 References

 Buber, M. (1958). I and Thou. Scribner.

 Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

 Giroux, H. A. (2014). Neoliberalism's War on Higher Education. Haymarket Books.

 Nucci, L., & Narvaez, D. (Eds.). (2008). Handbook of Moral and Character Education. Routledge.

 Dalgleish, B. (2009). Foucault and creative resistance in organizations. Society and Business Review, 4(1), 45-57.