The Myth of Independence: Relationships as the Backbone of Education

This thesis explores my journey through education, from a rigid Catholic school upbringing to becoming a student-teacher committed to relationship-building in the classroom. My early experiences of isolation and disconnection in traditional schooling shaped a deep desire to become a teacher whose pedagogy is grounded in trust, safety, and meaningful connection. At Sarah Lawrence, I encountered an educational model that valued collaboration, dialogue, and mutual respect, fundamentally shifting my understanding of what it means to learn and teach. Central to this work is the belief that education is built on relationships, and that learning cannot occur in isolation. The key relationships highlighted in this work are between students and teachers, peers, families. Drawing from Patricia Carini’s Descriptive Review Process, Paulo Freire’s problem-posing pedagogy, Family Vygotsky’s sociocultural theory, Self Determination Theory, and Family Systems Theory, I argue that relationships are the foundation of education. This thesis examines how emergent curriculum, play-based learning, restorative practices, and family partnerships foster community and support students’ growth. These approaches invite collaboration, honor multiple ways of knowing, and create space for learners to feel seen, heard, and valued. Letting go of the myth of independence allows us to imagine classrooms grounded in interdependence, where care and curiosity drive meaningful learning.