Describe what humanising pedagogy entails and discuss how decolonising education,
(Point 1); and Waghid’s African philosophy of education (point 2) allows for practising
humanising pedagogy referencing
Humanising pedagogy refers to the educational approach that focuses on recognizing and valuing the humanity of both the learners and educators. It aims to create a learning environment that fosters empathy, authenticity, and connection between the teacher and students. Moreover, it emphasizes the development of critical thinking, creativity, and self-direction in learners.
Decolonising education complements humanising pedagogy by questioning and challenging the traditional Eurocentric curriculum and teaching methods that have dominated education systems for centuries. It seeks to dismantle the colonial mindset and the power dynamics that perpetuate inequality and marginalization in education. Decolonising education aims to incorporate diverse perspectives, knowledges, and histories into the curriculum, empowering students to understand their own identity and culture.
Waghid's African philosophy of education further supports the practice of humanizing pedagogy by emphasizing the importance of ubuntu, which is a Southern African philosophy that promotes interconnectedness, interdependence, and collective well-being. Manifold aspects of ubuntu, such as communalism, respect for diversity, and harmonious relationships, can be integrated into humanising pedagogy to establish an inclusive and holistic educational experience.
Waghid argues that African philosophy of education fosters a relational pedagogy, where the teacher and students engage in a dialogue-based learning process that enables them to construct knowledge together. This approach acknowledges the personal experiences, cultural backgrounds, and individual perspectives of students, making education a co-creation process.
By incorporating decolonising education and Waghid's African philosophy of education, humanising pedagogy can evolve beyond Eurocentric perspectives and foster an inclusive and empowering learning environment. It allows for the recognition and celebration of diverse cultures, worldviews, and histories, enabling students to develop a sense of belonging, empowerment, and agency in their education. Ultimately, humanising pedagogy can contribute to the realization of social justice, critical consciousness, and a more equitable society.
Point 1: Decolonising Education:
Decolonising education is an approach that challenges the dominant Western-centric perspectives and theories in education and aims to acknowledge, embrace, and value diverse knowledge systems, cultures, and histories. It seeks to dismantle the power imbalances that have been perpetuated through colonial education systems, which often marginalize and oppress certain groups of people.
Decolonising education involves three key aspects:
1. Undoing Eurocentric biases: It involves critiquing and deconstructing the Western-centric curriculum, pedagogies, and assessment methods that have been traditionally imposed on non-Western societies. The goal is to include multiple perspectives, histories, and knowledge systems that promote a more inclusive education that values all cultures and identities.
2. Centering Indigenous knowledge: Decolonising education recognizes and prioritizes indigenous knowledge systems, languages, and traditions. It aims to incorporate indigenous perspectives into the curriculum, teaching methods, and assessment practices. This helps to counter the erasure and marginalization of indigenous cultures and strengthens the cultural identity and self-esteem of indigenous learners.
3. Empowering marginalized voices: Decolonising education places an emphasis on amplifying the voices of marginalized groups. It involves creating spaces for dialogue, listening, and learning from diverse perspectives, experiences, and histories. Empowering marginalized voices allows for a more equitable and inclusive education system that challenges dominant power structures.
Point 2: Waghid’s African Philosophy of Education:
Nuraan Davids and Yusef Waghid have proposed an African philosophy of education that aligns with the principles of humanising pedagogy. This philosophy is rooted in African cultural traditions and values, and it offers a different lens through which to view education.
Waghid's African philosophy of education highlights the following key elements:
1. Ubuntu: Ubuntu is an African philosophy that emphasizes the interconnectedness, interdependence, and inherent value of all human beings. It encourages people to recognize and respect each other's humanity, promoting empathy, compassion, and solidarity. In the context of education, Ubuntu encourages educators to develop meaningful relationships with their students and create a supportive and inclusive learning environment.
2. Communalism: Communalism is another important aspect of Waghid's African philosophy of education. It emphasizes the importance of community and collective responsibility in education. It encourages collaborative learning, shared decision-making, and a sense of belonging within the educational community. Communalism promotes the idea that education is a collective endeavor that involves the entire community, not just the individual.
3. Holistic development: Waghid's philosophy of education emphasizes the holistic development of learners. It recognizes that education should not solely focus on intellectual growth but also on the physical, emotional, social, and spiritual well-being of learners. This holistic approach ensures that learners' needs and interests are met, fostering their overall development and well-roundedness.
By incorporating Waghid's African philosophy of education and embracing the principles of decolonising education, educators can practice humanising pedagogy. This approach creates a more inclusive, equitable, and learner-centered education system that values diverse cultures, perspectives, and experiences. It enables educators to promote critical thinking, social justice, and the empowerment of marginalized voices.
point 1:
Humanising pedagogy is an educational approach that aims to foster an inclusive and equitable learning environment that values the voices, experiences, and cultural identities of all students. It seeks to challenge traditional power dynamics in the education system and promote the development of critical thinking skills, social consciousness, and empathy among students.
To understand how decolonising education allows for practicing humanising pedagogy, we need to first define decolonisation in this context. Decolonising education refers to the effort to dismantle the Eurocentric and colonial frameworks that dominate the education system. It involves acknowledging the historical and cultural contributions of marginalized communities, challenging existing power structures, and promoting the inclusion of diverse perspectives in the curriculum and teaching practices.
By decolonising education, educators create spaces for students to explore and validate their own cultural identities, histories, and languages. This helps to disrupt the dominant narratives and biases present in traditional education systems, allowing students from historically marginalized communities to see themselves reflected positively in the curriculum and learning materials.
Through decolonised education, students are encouraged to question and critically analyze the knowledge they receive. They are given opportunities to challenge traditional power structures and ideologies, promoting a more egalitarian and inclusive learning environment. By integrating diverse perspectives and knowledge systems into the curriculum, decolonising education allows students to engage with a wider range of ideas and perspectives, fostering empathy, understanding, and respect for cultural differences.
point 2:
Waghid’s African philosophy of education offers a framework for practicing humanising pedagogy by emphasizing communalism, Ubuntu, and the integration of indigenous knowledge systems into education. According to Waghid, African philosophy of education recognizes the interconnectedness of individuals and their responsibility to the collective well-being of the community.
The concept of Ubuntu, which means "I am because we are," is a central element of Waghid's African philosophy of education. It promotes the idea that education should not be focused solely on individual success but should also cultivate empathy, solidarity, and a sense of collective responsibility. This aligns with the goals of humanising pedagogy, which seeks to create a learning environment that values the communal well-being of all students.
Waghid also emphasizes the importance of integrating indigenous knowledge systems into education. By recognizing and incorporating diverse cultural perspectives and knowledge traditions, educators can provide students with a more holistic and inclusive understanding of the world. This approach challenges the dominance of Western knowledge frameworks and promotes a more equitable and culturally sensitive education system.
By referencing Waghid’s African philosophy of education, educators can embrace a pedagogy that promotes cultural inclusivity, critical thinking, and communal responsibility. This philosophy encourages educators to go beyond teaching content and skills and provides a broader understanding of education as a transformative and liberatory practice.