Toward a Transformative Teaching Practice

Rodríguez, Arturo

doi:10.18848/1447-9494/cgp/v15i03/45669

Cited by 8 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Throughout his many literary works, Freire grapples with the meaning of human existence and the purpose of pedagogy; as a result, he envisages a humanizing pedagogy . Various scholars note the concept of humanizing pedagogy as one of Freire’s original contributions (Huerta & Brittain, 2010; Keet et al, 2009; Parker-Rees & Willan, 2006; Rodriguez, 2008; Salazar, 2008; Schugurensky, 2011). In Pedagogy of the Oppressed , Freire (1970) describes humanizing pedagogy as a revolutionary approach to instruction that “ceases to be an instrument by which teachers can manipulate students, but rather expresses the consciousness of the students themselves” (p. 51).…”

Section: Freire’s Vision Of a Humanizing Pedagogymentioning

confidence: 99%

“…Bartolomé promotes the notion that a humanizing pedagogy builds on the sociocultural realities of students’ lives, examines the sociohistorical and political dimensions of education, and casts students as critically engaged, active participants in the co-construction of knowledge. Bartolomé was followed by a growing number of humanizing pedagogues who answer Freire’s call to reinvent humanizing pedagogy in their own context (Rodriguez, 2008).…”

Section: Reinventing Humanizing Pedagogymentioning

confidence: 99%

“…Educators orienting toward a humanizing pedagogy build trusting and caring relationships with students (Fránquiz & Salazar, 2004; Huerta, 2011; Salazar, 2008). Educators who care engage in the following: listen to students’ interests, needs, and concerns; know students on a personal level and attempt to understand students’ home experiences; acknowledge the challenges associated with the development of bilingualism and biculturalism; model kindness, patience, and respect; tend to students’ overall well-being, including their emotional, social, and academic needs; create a support network for students inside and outside of school; build on the values and contributions of parents; create a safe learning environment where risk-taking and active engagement are valued; allow for native language support; and facilitate student connections to their communities (Bahruth, 2007; Fránquiz & Salazar, 2004; Huerta, 2011; Rodriguez, 2008; Salazar, 2008). Caring relationships are founded on mutual respect between students, families, and teachers, thus humanizing the context of schooling (Bartolomé, 1994).…”

Section: Reinventing Humanizing Pedagogymentioning

confidence: 99%

“…Given the literature reviewed in this chapter, one conclusion that can be reached is that it is the moral duty of educators to understand and enact humanizing pedagogy that is grounded in theory, possible in practice, and shaped by the realities of students’ and teachers’ lives. The moral duty of educators can begin through the following philosophy: “We find each other where we are in the human experience and go from there” (Rodriguez, 2008, p. 345). From this point on, a humanizing pedagogy must be grounded in the diversity of everyday life and interrogate the human experience in the context of power, privilege, and oppression to provoke action toward humanization and liberation (Freire, 1972; Keet et al, 2009; McLaren & Jaramillo, 2006).…”

Section: Conclusion: Hope For Humanizationmentioning

confidence: 99%

See 3 more Smart Citations

A Humanizing Pedagogy

Salazar

2013

Review of Research in Education

291

View full text Add to dashboard Cite

I went to school with all of my treasures, including my Spanish language, Mexican culture, familia (family), and ways of knowing. I abandoned my treasures at the classroom door in exchange for English and the U.S. culture; consequently, my assimilation into U.S. society was agonizing. One of my earliest memories is of wishing away my dark skin; I wanted desperately to be White, and I abhorred being la morena, the dark-skinned girl. I came to associate whiteness with success and brownness with failure. I was overwhelmed with feelings of shame over the most essential elements of my humanness. As a result, my experience in the U.S. educational system was marked by endless struggles to preserve my humanity.-María del Carmen Salazar

show abstract

Section: Freire’s Vision Of a Humanizing Pedagogymentioning

confidence: 99%

Section: Reinventing Humanizing Pedagogymentioning

confidence: 99%

Section: Reinventing Humanizing Pedagogymentioning

confidence: 99%

Section: Conclusion: Hope For Humanizationmentioning

confidence: 99%

See 2 more Smart Citations

A Humanizing Pedagogy

Salazar

2013

Review of Research in Education

291

View full text Add to dashboard Cite

show abstract

“…The potential for creativity, within this view, is limitless; opportunity for the kind of transformative educational action encouraged by critical pedagogies (Rodriguez, 2008) is similarly boundless.…”

Section: Teacher As Bricoleur: Dissent and Possibilitymentioning

confidence: 99%

Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism

Campbell

2018

Educational Philosophy and Theory

View full text Add to dashboard Cite

Leveraging Mindful Abstraction as a Tool for Liberation: Lessons From an International Education Undergraduate Course

Arce‐Trigatti

Anderson²

2020

Journal of Research in Childhood Education

View full text Add to dashboard Cite

With this article, we trace how specific pedagogical techniques can help preservice teachers connect abstract topics related to international education policy to their own experiences and those of their future student populations. Currently, there is an increased focus in teacher education, at least discursively, on understanding issues related to equity and social justice pertaining to student access, achievement, and success. However, the vast majority of teachers who are initiated into U.S. classrooms have been trained in a neoliberal system that favors inherently inequitable market-based policies, thus making it difficult for them to understand the influences of these engendered policies on the student populations they teach. Leveraging the notion of hooks' engaged pedagogy, we explore how the use of mindful abstraction techniques help our pre-service teachers better understand the implications of education policy measures, both neoliberal and social progressive in nature, for diverse student populations to liberate them from the inherent biases that come from growing up in a neoliberal system. Specifically, we present a case study of an undergraduate International Education course wherein students work collaboratively to develop hypothetical school systems that address realworld educational issues in both developed and developing nation contexts.

show abstract

Toward a Transformative Teaching Practice

Cited by 8 publications

References 0 publications

A Humanizing Pedagogy

A Humanizing Pedagogy

Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism

Leveraging Mindful Abstraction as a Tool for Liberation: Lessons From an International Education Undergraduate Course

Contact Info

Product

Resources

About