ABSTRACT This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students’ learning process and identities were impacted by such pedagogies, lessons, and structures. We examine the ways members of the classroom community were impacted and impacting one another as a result of trialogic interactions—with one another, with multiple scholars whose pieces were read and discussed, and with/in themselves. We then offer pedagogical implications while discussing main themes that emerged from reflective discussions: grappling, citationality, and incompleteness. We frame this work as a community of learners who came to understand their own incomplete and in process growth as learners. This article details a case study for the ways projects in humanization, culturally sustaining pedagogies, and storying can be operationalized in classroom spaces to center moments of tension, grappling, and awakening.

中文翻译：

---

关系学习：在高等教育课堂中实施和分析基于资产的教学法

摘要 本文讨论了在高等教育课堂中使用的基于资产的教学理论，同时分析了此类教学法、课程和结构对共同作者、教师和学生的学习过程和身份的影响方式。我们研究了课堂社区成员因三重互动而受到影响和相互影响的方式 - 彼此之间，与阅读和讨论其作品的多位学者，以及与/在他们自己之间。然后，我们在讨论从反思性讨论中出现的主要主题时提供教学意义：格斗、引用和不完整。我们将这项工作定义为一个学习者社区，他们开始了解自己作为学习者的不完整和正在成长的过程。本文详细介绍了人性化项目方式的案例研究，