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• W2589272008 abstract "Societal legacies of disempowerment and dehumanisation continue to persist despite attempts, worldwide, to transition to a more inclusive, socially just, and democratic political order. This also applies to education-a space in desperate need of humanisation. While the praxis of a humanising pedagogy could then be considered appropriate, a number of questions and uncertainties arise in its definition and praxis. For this themed issue, researchers across disciplines and contexts were accordingly invited to engage with related aspects. These included, for example, critical features of a humanising pedagogy, its enactment in various settings, and challenges related to the praxis of a humanising pedagogy. In particular, we were interested in articles engaging with the relationship between a humanising pedagogy and education for social change, the key focus of this journal. Scholars were thus encouraged to interrogate complex questions, such as:* What are shared, contextually bound understandings of the term -rather than abstract definitions?* What would culturally responsive and strategic teaching at schools and tertiary institutions look and feel like-rather than merely applying the right teaching methods and strategies?* How can educators and education programmes incorporate an evolving political awareness amongst their students as knowers and active participants in their own learning?The selection of articles included in this themed issue all aim to address these questions at various levels and in various contexts. Introducing profound interrogation of the concept, Aslam Fataar engages in a conversation between a humanising pedagogy and the social complexities of education. For Fataar, a humanising pedagogy should, in essence, address the notion of knowledge redistribution-including and recognising knowledges, literacies, and identities of students. Ultimately, according to this author, a humanising pedagogy should emphasise participation. He subsequently unpacks what it would mean to insert a conception of the social-subjective into educational theorising in South African education academic work, asserting that this dimension is currently largely absent in hegemonic educational academic orientations. The result, he argues, is a gaunt focus on curriculum and pedagogy, devoid of how the complex social-subjective frames the ' view of the social-subjective aimed at disrupting South African educational theorising, providing a pedagogical justice view of education, which may conceptually be able to account for the complex social-subjective in education. This, he postulates, may better enable the emergence of a humanising pedagogy in our educational discourses.Foregrounding the notion of pedagogical justice, Margie Childs also explores the (potential) dehumanising nature of language use in many South African classrooms by highlighting the regular disconnect between the dominant language of the classroom and the home language of the learner. Using poetic inquiry, she then interrogates her own observations in multilingual classroom contexts, further exploring the possibilities of translanguaging to bring about humanising experiences for learners as well as teachers. By employing photography and researcher-voiced and literature-voiced poems, she encapsulates her own understandings of the complexities and possibilities of multilingual classrooms. She concludes that translanguaging practices are inherently humanising, affording teachers and learners opportunities to participate as social, thinking, transforming individuals.Linking humanising pedagogies to issues of inequality in the current South African education system, Peter Pausigere focuses on present methods of mathematics teaching in South African primary schools, postulating that the current strong sequencing and pacing of pedagogic practices in mathematics classrooms is inherently dehumanising. Whilst resonating well with middle-class children, it disadvantages poor and working-class learners. …" @default.
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• W2589272008 date "2016-01-04" @default.
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• W2589272008 title "Humanising Pedagogies for Social Change" @default.
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