Relational knowing in the reform of educational cultures

Drawing on examples of collaborative projects in two urban Professional Dev elopment Schools, the authors argue against educational reform based solely on curricular standards. They advocate the resources and structures to est ablish critical relationships enabling educators to learn about themselves as they learn with others, thereby creating the opportunity for the underst anding and development of different perspectives. Analyzing relationships c haracterizing contrastive PDS collaborations, they suggest that relational knowing - or knowledge of curriculum and instruction, knowledge of self and other, and knowledge of critical action - must be in place before school a nd university reform can occur.