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Session Type: Symposium
In this symposium, a group of teacher educators in a university-based teacher preparation program draw from research and their experiences as K-12 teachers and administrators, and teacher educators to advance a humanizing pedagogy that represents a strengths-based approach to teaching and learning in the teacher preparation classroom. We push to understand how certain factors hinder social-justice oriented teachers from creating humanizing experiences for their students. In doing so, we suggest an approach, a humanizing pedagogy, to engage teacher educators that embody pedagogies and practices that counter inequities in the P-12 educational system. Each paper takes up humanizing pedagogy as it relates to four basic tenets: engaging in sustained critical self-reflection, radical honesty, resisting binaries, and enacting ontological and epistemological plurality.
Enacting Humanizing Pedagogy as a Move Away From Damage-Centered Teaching in the Teacher Education Classroom - Dorinda Carter Andrews, Michigan State University
Enactment of Radical Honesty in the Teacher Education Classroom - Bernadette Castillo, University of Houston
Engaging in Critical Self-Reflection in the Teacher Education Classroom - Davena Y. Jackson, Boston University
Resisting Binaries in the Teacher Education Classroom - Tashal Brown, Michigan State University
Enacting Ontological and Epistemological Plurality in the Teacher Education Classroom - Vivek Vellanki, Michigan State University