Challenges of Forging a Humanizing Pedagogy in Teacher Education

Price, Jeremy N.; Osborne, Margery D.

doi:10.7459/ct/15.1.03

Cited by 24 publications

(17 citation statements)

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“…On the other hand, for most scholars [37,39,[44][45][46], humanizing pedagogy means aiming to "develop the whole person (in contrast to only developing their knowledge/skills in one particular discipline), and their awareness of self in relation to others and context"; recognizes the importance of, "the students' background and knowledge, culture, and life experiences and creates learning contexts where power is shared by students and teachers" [47]. In the same vein, Wood [48] observes that "a humanizing pedagogy informs us that we can learn from those we may deem to be inferior and furthers the wellness of all human beings, rather than only transferring academic knowledge" (p. 832).…”

Section: Paulo Freire's Humanizing Pedagogymentioning

confidence: 99%

“…It is critical to mention that humanizing pedagogy is fast becoming a key instrument in the diverse VLEs and e-learning settings. However, a significant number of scholars [37][38][39][40] perceive "humanizing pedagogy as a process of becoming for students and teachers." Freire [38] asserts that "concern for humanization leads at once to the recognition of dehumanization, not only as an ontological possibility, but also as a historical reality."…”

Section: Paulo Freire's Humanizing Pedagogymentioning

confidence: 99%

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Quality Assurance in Virtual Learning Environments for Open Distance Learning

Pitsoe¹,

Letseka²

2016

Virtual Learning

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Quality assurance, as the fundamental pillar of higher education development, continues to remain an integral part of the e-learning process. Most importantly, it influences reforms in higher education institutions globally. This chapter departs on the assumptions that (1) quality assurance, as power relations construct, is not free from cultural hegemony and (2) quality assurance in virtual learning environments should be guided and informed by Paulo Freire's humanizing pedagogy. In this chapter, we shall argue that quality assurance is both a philosophical problem and a policy imperative that is critical for the internationalization and globalization of higher education, more specifically virtual learning environments. We will further argue that the emphasis placed on the importance of quality assurance in virtual learning practices has been blind-spotted by the fact that quality assurance can be viewed as agent of cultural hegemony and cultural reproduction of capitalist societies. While we agree with all the positive elements attributed to quality assurance in virtual learning, we argue that they should be characterized by humanizing pedagogy and the international dimension (exchange of knowledge and interactive networking) and cultural hybridity.

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Section: Paulo Freire's Humanizing Pedagogymentioning

confidence: 99%

Section: Paulo Freire's Humanizing Pedagogymentioning

confidence: 99%

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Pitsoe¹,

Letseka²

2016

Virtual Learning

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“…Some of these accounts describe tensions arising from con¯icting pedagogical ideals. Zeichner (1995) and Price & Osborne (1999), for example, recall their dif® culties balancing their commitment to respecting and supporting student teachers' efforts to develop a professional voice, and their commitment to working towards social reform by challenging student teachers' uncritical assumptions about teaching and teachers' roles. Other accounts highlight the dif® culties teacher educators encounter when faced with increasing teaching loads, and mounting pressures to publish and attract research funding, while simultaneously attempting to maintain close partnerships with schools.…”

Section: Prologuementioning

confidence: 97%

Caring and Empowerment: A teacher educator's reflection on an ethical dilemma

Sumsion¹

2000

Teaching in Higher Education

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Despite a growing interest in the lives and work of teacher educators, there has been little explicit examination of the ethical dimensions of their professional practiceÐ or of the ethical dimensions of teaching in higher education in general. This article contributes to efforts to address these oversights. More speci® cally, it documents aspects of my re¯ection on an enduring ethical dilemma I encounter as a university-based teacher educator; How to enact my commitment to professional practice grounded in an ethos of caring (Noddings, 1984) for my students, without being drawn into the abyss of endless and ultimately disempowering emotional labour that caring can entail (Bateson, 1989)? In attempting to resolve this dilemma I identify an alternative conceptualisation of caring as mutual empowerment and draw on Tom's (1997) notions of deliberative relationships, transparency of practice and presence. Although the context of this article is teacher education, I believe that these notions have relevance for university teachers in most disciplines, and especially for those preparing students for entry into the`caring professions' . PrologueThe student leaves my of® ce in tears and I slump back into my chair, drained by the tense exchange that has just taken place and wondering, as I so often ® nd myself doing, whether the stance I have taken is justi® able or unconscionably harsh. I know the student well for over the last two years she has con® ded in me about the ongoing dif® culties she encounters in her personal life. I have come to admire and respect her strength and tenaciousness and, wherever possible, have tried to accommodate her needs for exibility with assessment tasks and time-lines. Yet following a recent chance discussion with a similarly sympathetic colleague who has also worked closely with this student and been even more accommodating, I have become increasingly uneasy that the student might be beginning to take advantage of my colleague' s and my concern for her. The meeting that has just ended so disastrously had been an attempt to share my disquiet

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“…Through conscientização , men and women become more conscious of their presence in the world. Pedagogy that fosters such critical consciousness needs to meaningfully engage students in the world so they can transform it (Giroux, ; Salazar, ); involve the whole person, not just the intellect, so human relationships can change (Price and Osborne, ); and embrace core values such as compassion, love and discipline (Caldart, ; Wiggins, ). Moreover, it needs to question existing power and privilege and expose one's own complicity in the perpetuating of inequities and injustices (Allen and Rossatto, ), examine the vulnerability of the self and others, understand its relationality, and deliberate new forms of solidarity (Zinn et al, ), and ultimately promote a belief in humanity (Cammarota and Romero, ).…”

Section: Affect In Academia and Development Practicementioning

confidence: 99%

Affective dimensions of teaching and doing development

Tschakert

Henrique

Bitmead

et al. 2018

Asia Pacific Viewpoint

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Like the development industry, development pedagogy and practice have begun to take into account the role of emotions and the deeper, affective and embodied experiences of understanding and doing development. In her ground‐breaking piece ‘Emotional geographies of development’, Sarah Wright illustrates how emotions not only create development subjects and associated subjectivities, but also provide a powerful entry point for resistance that may ultimately lead to transformative social change. Post‐colonial and feminist scholars have long emphasised the role of emotions such as anger, fear, shame, joy and hope in discursive construction of the ‘Other’ and the persistence of false binaries that obscure layers of struggle, exclusion and disenfranchisement. In this paper, we (students and educators) reflect on the role of emotions and affective engagements with development, drawing upon classroom discussions as well as reading and reflection logs of those studying for a Master in International Development (MID) at the University of Western Australia. We explore how explicit efforts to be attentive to our own emotions while digesting and deliberating material for this unit allow us to better grasp our own positionality while revisiting our personal entanglements with the ‘Other’ – the quintessential development subject. Making space for ‘more‐than‐rational’ aspects of development enables scholars and educators to experiment with affective options for interdisciplinary teaching in a distinctly more personal way than students may expect from a postgraduate degree in international development.

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Challenges of Forging a Humanizing Pedagogy in Teacher Education

Cited by 24 publications

References 0 publications

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Caring and Empowerment: A teacher educator's reflection on an ethical dilemma

Affective dimensions of teaching and doing development

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