Centering Humanizing Pedagogies in Preservice Teacher Education Coursework: Tensions That Arise in Implementation

• In Event: Exploring Humanizing Pedagogy Through Narrative, Dialogue, and Storytelling

Abstract

Strong neoliberal currents perpetuate objectification, a focus on technical mastery, and mechanisms for sorting and categorizing children in schools. Using design-based research (Reinking & Bradley, 2008), this study investigates the tensions that surface as teacher educators attempt to use three humanizing principles to design and implement a module on text-based discussions with pre-service teachers in a literacy methods course. Qualitative analyses revealed three tensions: (1) tensions cultivating asset perspectives, (2) tensions creating positive learning environments, and (3) tensions using “facilitative texts” (Howard & Ticknor, 2019, p. 32). The paper concludes by suggesting that teacher educators are uniquely positioned to aid in the public good by collaboratively examining our practice with other stakeholders.

Authors

• Kristine M. Schutz, University of Illinois at Chicago

• Rebecca Woodard, University of Illinois at Chicago

• Amanda R Diaz, University of Illinois at Chicago

• William Loyess Peek, Catherine Cook School