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.
Include references
Humanising pedagogy is an educational approach that seeks to prioritize the humanity and dignity of students. It aims to create learning environments that acknowledge and respect students' cultural backgrounds, life experiences, and individual needs. Humanising pedagogy is rooted in the belief that every student is an individual with unique strengths, abilities, and aspirations, and that their education should be personalized to meet their holistic development.
Decolonising education is an essential aspect of humanising pedagogy. It involves challenging and dismantling the structures and practices inherited from colonial systems and ideologies. Decolonising education acknowledges the historical and ongoing oppression and marginalization of Indigenous peoples and people of color and aims to promote equity, justice, and emancipation in education. By decentering the dominant Eurocentric perspectives and curriculum, decolonising education creates space for diverse knowledges, voices, and ways of knowing to be valued and respected.
Waghid's African philosophy of education provides a framework that allows for the practice of humanising pedagogy. According to Waghid, African philosophy of education emphasizes ubuntu, which is a Bantu term that means "I am because you are." It recognizes the interconnectedness of individuals and promotes an ethic of care, compassion, and mutual respect. Ubuntu encourages educators to build relationships with students based on trust and empathy, and to create learning environments that foster dialogue, collaboration, and collective responsibility.
Waghid's African philosophy of education aligns with humanising pedagogy by emphasizing the importance of recognizing and valuing students' personal and cultural identities. It promotes the development of an inclusive and supportive learning community where students feel seen, heard, and understood. By embracing ubuntu, educators can establish learning environments that prioritize collaboration, empathy, and social connection. This philosophy allows for the creation of educational spaces that promote holistic development and empower students to contribute meaningfully to their communities.
In conclusion, humanising pedagogy is an educational approach that prioritizes the humanity and dignity of students. Decolonising education and Waghid's African philosophy of education provide frameworks that support the practice of humanising pedagogy by challenging dominant narratives and structures and promoting inclusive, empathetic, and community-oriented learning environments. These approaches enable educators to create educational spaces that honor and respect the diverse identities and experiences of students, fostering their holistic development and empowering them to make positive contributions to society.
References:
1. Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
2. Waghid, Y. (2003). African Philosophy of Education: A Logical Approach. Stellenbosch: University of Stellenbosch.
Humanising pedagogy is an educational approach that emphasizes the human experience in the teaching and learning process. It recognizes the importance of acknowledging and valuing the unique identities, cultures, languages, and perspectives of students. Humanising pedagogy aims to create an inclusive and equitable learning environment where all students feel respected, validated, and empowered.
Decolonising education, as one aspect of humanising pedagogy, involves challenging and dismantling the structures, systems, and narratives that perpetuate colonialism within educational institutions. It aims to counter the Eurocentric perspectives and biases that have historically dominated education by incorporating diverse voices, histories, and knowledge systems into the curriculum. Decolonising education seeks to give equal importance to indigenous and non-Western ways of knowing, fostering critical consciousness and challenging power imbalances.
Waghid's African philosophy of education aligns with the principles of humanising pedagogy and decolonising education. His approach emphasizes the critical engagement with African epistemologies, ontologies, and values. It recognizes African ways of knowing, being, and relating as valid and equal to Western perspectives. Waghid's philosophy promotes an inclusive and transformative educational environment that uplifts African culture, promotes social justice, and respects diverse identities and experiences.
By incorporating Waghid's African philosophy of education into teaching practices, educators can create a space that allows for the practice of humanising pedagogy. This approach serves to promote cultural diversity, challenge dominant narratives, and include multiple perspectives into the curriculum. It encourages students to reflect critically on their own identities and positions within broader social contexts, fostering empathy, mutual respect, and a sense of empowerment.
It is important to note that references may be required to provide more specific evidence and in-depth discussion on the topic.
1. Decolonising Education:
Decolonising education refers to the process of challenging and dismantling the colonial structures, content, and assumptions that are deeply embedded within educational systems. It aims to restore knowledge, perspectives, and practices that were marginalised or oppressed by colonialism. By decolonising education, a more inclusive and culturally relevant curriculum can be developed, allowing students to see themselves and their experiences reflected in the learning process.
In the context of humanising pedagogy, decolonising education plays a crucial role. It recognizes and challenges the hierarchical and Eurocentric perspective that often prevails in education, and aims to create space for diverse perspectives to be heard and valued. By incorporating diverse cultural references and narratives, decolonising education fosters an environment that respects and appreciates different ways of knowing and learning.
2. Waghid’s African Philosophy of Education:
Professor Yusef Waghid, a South African scholar, has developed an African philosophy of education that aligns with the principles of humanising pedagogy. Waghid's philosophy emphasizes the importance of a holistic and communal approach to teaching and learning. It draws on the African concept of Ubuntu, which highlights the interconnectedness of humanity and promotes values such as empathy, collaboration, and respect for others.
Waghid argues that the African philosophy of education provides a framework for humanising pedagogy as it promotes inclusive and dialogic learning environments. It encourages educators to move away from authoritarian teaching methods and towards participatory and democratic practices. By embracing students' voices and perspectives, Waghid's philosophy aligns with the principles of humanising pedagogy.
In summary, the process of decolonising education and adopting Waghid's African philosophy of education can contribute to the practice of humanising pedagogy. Both approaches challenge Eurocentric perspectives and promote inclusivity, cultural relevance, and respect for diverse ways of knowing and learning.
References:
- Waghid, Y. (2013). African philosophy of education reconsidered: On being human. Routledge.
- Nabalarua, E. (2015). Decolonising education: A Pacific perspective. Policy & Practice: A Development Education Review, 21, 81-98.