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Article
Publication date: 17 April 2020

Rohit Mehta and Earl Aguilera

In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By…

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Abstract

Purpose

In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning.

Design/methodology/approach

The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts.

Findings

Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities.

Practical implications

While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities.

Originality/value

The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.

Details

The International Journal of Information and Learning Technology, vol. 37 no. 3
Type: Research Article
ISSN: 2056-4880

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Book part
Publication date: 19 August 2020

Haydeé Ramírez Lozada

Focusing on the theory of a humanizing pedagogy implies the building of an academic freedom in class to seek for students’ critical thinking and development. To achieve…

Abstract

Focusing on the theory of a humanizing pedagogy implies the building of an academic freedom in class to seek for students’ critical thinking and development. To achieve this aim, a qualitative investigation was carried out with 27 eighth-level Applied Linguistics School students who were undergoing their degree process at the Pontifical Catholic University of Ecuador in Esmeraldas, from 2018 to 2019. The teacher in charge of the subjects degree I and degree II taught the students with a humanistic approach, by means of which the students were encouraged to investigate the real problems on English language teaching (ELT) faced in their community, guiding the students to look for proposals to solve these problems. A humanistic theoretical approach was designed to lead the students’ research process taking into consideration three important dimensions: ELT contextualized assessment, ELT innovative intervention and ELT experiment projection. As a result of the process, 27 educative research projects, which mainly focused on free innovative didactic ELT methods, methodologies, strategies and didactic materials, were carried out with successful results for the ELT community in Esmeraldas, since teachers were provided with the necessary tools to get the students involved in the teaching–learning process to improve their English level.

Details

Integrating Community Service into Curriculum: International Perspectives on Humanizing Education
Type: Book
ISBN: 978-1-83909-434-7

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Book part
Publication date: 23 June 2020

Sheldene Simola

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become…

Abstract

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a critical global concern, both generally and in relation to business practice. This chapter considers the cultivation of care among business students as one important way of fostering engagement with such concern, with particular attention given to a specific and under-attended area in business research and practice: that of human sustainability. In order to overcome potential limitations of diverse and often disparate streams of research on care, this chapter considers Mayseless’ (2016) integrative framework for understanding caring motivation, and builds upon the four points of intervention for cultivating care that were articulated within that framework. Extant pedagogical research within business and management is used to elaborate additional insights and methods for developing caring skills, caring values, caring teaching and learning communities, and a more extensive vision of care that includes those who might be unknown, different from or distant to us. The framework, insights, methods, and examples discussed in this chapter provide a foundation that can help guide future care-related, ecologically focused pedagogical research and practice.

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Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
ISBN: 978-1-83909-464-4

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Book part
Publication date: 23 September 2020

Vimbi Petrus Mahlangu

The chapter focuses on humanizing higher education by infusing ethical leadership in the curriculum to improve the public service. Its design is qualitative in nature and…

Abstract

The chapter focuses on humanizing higher education by infusing ethical leadership in the curriculum to improve the public service. Its design is qualitative in nature and literature reviews and document analysis were employed in compiling the chapter. It followed an interpretive paradigm and used Kolb’s Experiential Learning Theory as a lens in understanding humanizing education in higher education. Nowadays ethical leadership is of paramount importance in higher education and in the public service. Ethical leadership should be based on the moral person and on the moral manager. The moral person component focuses on desirable personal qualities of leaders such as being perceived as honest, fair and trustworthy. The moral manager focuses on the leader and uses transactional efforts such as rewards and punishments to reinforce desired behaviors. Soft skills are very important in higher education and should be transferred through coursework. Students need to be supported in all aspects of education including the academic, emotional and social demands in higher education.

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Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-460-6

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Book part
Publication date: 12 November 2020

Alex Rockey, Lorna Gonzalez, Megan Eberhardt-Alstot and Margaret Merrill

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this…

Abstract

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

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Book part
Publication date: 23 September 2020

Victor Pitsoe and Moeketsi Letseka

This chapter explores the relationship between higher education leadership and humanizing pedagogy. It is premised on the assumption that higher education leadership, as a…

Abstract

This chapter explores the relationship between higher education leadership and humanizing pedagogy. It is premised on the assumption that higher education leadership, as a social construct, is both a philosophical problem and policy imperative. Yet, the fourth industrial revolution and artificial intelligence (AI) imperatives have far-reaching implications for the “dominant” higher education leadership theory and practice. With this in mind, this chapter advocates for a broader and culturally inclusive understanding of higher education leadership perspectives. Among others, this thesis is that in a developing country context such as South Africa, for example, the dominant approach of higher education leadership should be guided by the Ubuntu principles and humanizing pedagogy. The author argue that the humanizing pedagogy and Ubuntu principles, in a culturally diverse setting of the fourth industrial revolution era and AI, have the prospects of changing the current unacceptable levels of performance and bring change in a larger scale in higher education institutions.

Details

Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-460-6

Keywords

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Article
Publication date: 4 November 2020

Nimo M. Abdi, Elizabeth Gil, Stefanie LuVenia Marshall and Muhammad Khalifa

In this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and…

Abstract

Purpose

In this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.

Design/methodology/approach

This reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.

Findings

This essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.

Originality/value

This essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

Details

Journal of Professional Capital and Community, vol. 5 no. 3/4
Type: Research Article
ISSN: 2056-9548

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Book part
Publication date: 19 August 2020

Enakshi Sengupta, Patrick Blessinger and Mandla Makhanya

Students from the new generation who enter a university belong to the so-called net generation and are digital natives (Selwyn, 2009). They are equipped with new…

Abstract

Students from the new generation who enter a university belong to the so-called net generation and are digital natives (Selwyn, 2009). They are equipped with new technologies and expect that technology becomes a part of their education. The most concerning thing in our society is not about economic or social crisis but a spiritual emptiness and a feeling of hopelessness which are permeating the young learners of our society. There is a need for a rational value system that is based on humanistic values that need to be inculcated into the curriculum (Danica & Sazhko, 2013). With concepts like globalization and internationalization taking precedence, there is a need for advancement of knowledge, skills and competencies based on humanistic education (Blessinger, 2019). Humanistic education developed several decades ago as a reaction to unhealthy environments and exposure to detrimental conditions in education (Patterson, 1987). This book has authors from across the globe writing about theories concerning humanizing of pedagogy, exploring the impact of service-learning among undergraduates and emphasizing the development of responsibility to self and others, as well as the promotion of critical thinking, through pedagogically appropriate interventions. The intention of this book is to better understand the educational shift that is occurring in our society toward creating humanizing conditions though pedagogy.

Details

Integrating Community Service into Curriculum: International Perspectives on Humanizing Education
Type: Book
ISBN: 978-1-83909-434-7

Keywords

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Article
Publication date: 19 November 2018

Nicole A. Cooke

This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who…

Abstract

Purpose

This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way.

Design/methodology/approach

The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies.

Findings

Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process.

Practical implications

Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery.

Social implications

Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice.

Originality/value

The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

Details

Information and Learning Sciences, vol. 120 no. 1/2
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 7 August 2018

Stefanie LuVenia Marshall and Muhammad A. Khalifa

The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and…

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Abstract

Purpose

The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities.

Design/methodology/approach

The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes.

Findings

Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district.

Research limitations/implications

This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy.

Originality/value

This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.

Details

Journal of Educational Administration, vol. 56 no. 5
Type: Research Article
ISSN: 0957-8234

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