Abstract In previous ethnographic and qualitative research with students and teachers in alternative programs, we examined student-teacher relationships and, in particular, how these relationships mediated the process of re-engaging. Moral imagining—conceptualized from a meta-analysis of how these relationships were experienced and enacted—highlighted a quality of student-teacher relationships that enabled participants to create new social futures as a function of their relatedness. Inquiring into the possibilities that come into being as a result of present relationships, and the social futures to which they contribute, makes visible the ways these relationships may be more or less enabling and equitable. In this article, we elaborate a theoretical framework, by defining and relating additional concepts, and detail the empirical foundation with the inclusion of additional data. First, we describe our previous research with young people and teachers in alternative programs in the United States, Australia, and Canada. Second, we elaborate a theoretical framework for moral imagining and our current discussion. Third, we expand the empirical foundation for the concept of moral imagining in student-teacher relationships. In the fourth section, we conclude with implications from this developing framework and questions for future research.

中文翻译：

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替代课程中师生关系的道德想象：阐述理论框架

摘要 在先前对替代项目中的学生和教师进行的民族志和定性研究中，我们研究了师生关系，特别是这些关系如何调节重新参与的过程。道德想象——从对这些关系如何经历和制定的元分析中得到概念化——突出了师生关系的质量，使参与者能够根据他们的关系创造新的社会未来。探究由于目前的关系而产生的可能性，以及它们所贡献的社会未来，可以使这些关系或多或少地促进和公平的方式变得可见。在本文中，我们通过定义和关联其他概念来阐述一个理论框架，并通过包含额外数据详细说明实证基础。首先，我们描述了我们之前对美国、澳大利亚和加拿大替代项目中的年轻人和教师的研究。其次，我们阐述了道德想象的理论框架和我们目前的讨论。第三，我们扩展了师生关系中道德想象概念的经验基础。在第四部分，我们总结了这个发展框架的含义和未来研究的问题。我们扩展了师生关系中道德想象概念的经验基础。在第四部分，我们总结了这个发展框架的含义和未来研究的问题。我们扩展了师生关系中道德想象概念的经验基础。在第四部分，我们总结了这个发展框架的含义和未来研究的问题。