Humanizing Our Classrooms: A Pedagogy of Belonging as an Act of for Each Other

• In Event: Walking the Talk: Well-Being in Practice

Abstract

The pandemic has shed light on how we treat ourselves and each other. Although a significant moment in global history that is tarnished with trauma, grief, change and uncertainty, the pandemic has also been a moment for pause. As we navigate personal and professional changes, we have been provided an opportunity to (re)consider and reflect upon what it is we want to do and who we want to be. In the context of higher education we have had to (re)conceptualize what “being there” means (Ekmekci, 2013, p. 29) in terms of engagement, relationships, safety, accessibility, inclusivity, and the cultivation of strengths-based practices and opportunities to flourish. As such the creation of cultures to allow us to understand and improve systems, to interrupt toxic leadership that promotes overwork, and to prioritize physical and mental wellbeing that is underpinned by empathy (Binagwaho, 2020; Hofmeyer, Taylor & Kennedy, 2020) whereby wellbeing and “self-care will be an easier choice for staff” (Hofmeyer, Taylor & Kennedy, 2020, p.3) has had to be essential. This (re)conceptualisation has been required individually and collectively in the higher education context. With the rise of different ways of working exacerbated by the pandemic, we as scholars and teachers have needed to humanize how we work with each other.

In response to the pandemic, but most significantly to a need to care for and with each other in different ways, I have developed a Pedagogy of Belonging as an ethics of care for both our students and academics. Developed from the need to place relationships and the humanizing of how we teach, engage with and support one another, students and teachers are placed at the heart of curriculum and pedagogical decisions. Engagement, relationships, and communication are three core elements in this framework that has brought together a faculty staff and student body as enacted by a School within an Australian university that embraces four departments and two research centers.

In this paper I draw on contemplative practices, holistic education, positive psychology and positive organizational literature to highlight how it is possible to locate the concepts of belonging, care and self-care in meaningful and purposeful ways that brings the individual and collective together. Belonging and thus care is allowed to simultaneously manifest itself at several different levels – student(s) to student(s), teacher(s) to student(s), student(s) to teacher(s), leader(s) to colleague(s), leader(s) to student(s), and colleague(s) to colleague(s). A Pedagogy of Belonging bridges the gaps for teacher(s) and student(s) across hidden curriculum and pedagogical decisions. Highlighted is how embracing kindness and compassion as a part of cultural shifts is possible and can enhance how we care deeply for each other (Cordaro, 2020), illuminating a shared empathy and stronger kindness for one another (Allen, Rowan & Singh, 2020). As we have shifted towards valuing care, belonging, and relationships, we have voted for our subjective wellbeing, with significant positive impact on autonomy, competence and relatedness (Gherghel et al, 2021).

Author

• Narelle Suzanne Lemon, Edith Cowan University
  Presenting Author