In an era where the global population is increasing at a dizzying rate, where the process of globalization has broadened and entwined the global economic playing field, and where the planet on which we live is suffering under the current policies and practices, there is a vital need for all global citizens to act as partners. From kindergarten through graduate school, educational institutions offer courses that are meant to teach students how to communicate and act interdependently. At the same time, however, educational pedagogy and practice often lean toward hierarchical educational and relational strategies to control student learning and classroom climate. When student learning, or the learning environment, is controlled with hierarchical strategies, teachers may not be modeling, and students may not be learning, interdependent communication and relational dynamics. Partnership educational strategies may more effectively model interdependent relational dynamics such as compassion, cooperation, and egalitarian communication, as well as, support self-reliance, creativity, and critical thinking in students. This thesis examines 1) the nature of hierarchical and partnership educational and relational strategies, 2) the ways in which training in the concept, and use of, empathy impacted the communication and relational strategies of Graduate Teaching Assistants (GTAs) with their university level students, and 3) the impact of the introduction of the communication model known as Nonviolent Communication sm (a.k.a. Compassionate Communication) on the communication and relational strategies of the directors and teachers at a charter school (K-8) where the directors chose to use a partnership approach for educating students. Participants included 40 Graduate Teaching Assistants in the communication department of a Southwestern university, and nine teachers, two school directors, and 15 students (3rd - 8th grade), at a charter school nearby. Increased compassion and respect for students on the part of GTAs, and increased cooperation and respect between communication and relational strategy with students. Personal interviews and site observations demonstrate increased compassion for students and an increased acceptance of the Nonviolent Communication model as part of the communication and relational strategies of teachers at the charter school.