Rehumanizing Education: Teaching and Learning as Co-Constructed Reflexive Praxis

Abstract

Teaching and learning are profoundly personal experiences, yet systems of education often prioritize ubiquitous agendas that alienate rather than engage. Creating space for individuals and their lived experiences has the capacity to transform the classroom from a place of containment to one of expansiveness. Resisting the tendency of education to think dichotomously about teaching/learning, theory/practice, and self/other, we engage here as two learners who happen to have shared a graduate program, one as teacher and one as student. Influenced by post-qualitative inquiry (St. Pierre, 2017a; St. Pierre, 2017b) and post academic writing (Badley, 2019), we engage reflexively to consider the experience of this shared learning journey.

He-ART-istic Journeys: Transformative Experiential Learning Through Applied Theatre

“…Dialogic co-construction is a reflexive approach to meaning making and familiar to dialogic pedagogies (Edwards-Groves et al, 2014). In this sense, it allows the educator and learner to examine, in tandem, their internal and external contexts attempting to make sense of themselves, their motivations and behaviours as they enact/react with the world (Lyle & Cassie, 2021). This aligns with what Rancière and Elliot (2009) refer to as the shift from a spectator in theatre to one who is co-collaborator in the generation of new knowledge.…”

Poetic Inquiry as a Tool for Interrogating Mentoring Relationships in Teacher Preparation

“…In teacher education, poetic inquiry has been used as a means for helping candidates "explore how their identities may shape them as teachers" (Gulla, 2014, p. 142). Lyle and Caissie (2021) describe using poetic inquiry to encourage an engagement with self and others, creating a space for more shared and humanizing educational experiences. In A Poetics of Teaching, Hansen (2004) describes poetic inquiry as a "process of active response to the world involving a deepening understanding and sensitivity" (p. 122).…”