Humanising pedagogy is an approach to education that prioritizes the development and well-being of the whole person, including their social, cultural, and emotional dimensions. It seeks to create an educational environment that is inclusive, equitable, and attentive to the needs and experiences of each learner. Humanising pedagogy is centered on fostering meaningful relationships between teachers and students, valuing their unique perspectives, and facilitating critical reflection and dialogue.
Decolonising education is a process that challenges the dominant Eurocentric ideologies, practices, and curriculum that have historically marginalized and oppressed certain groups, particularly indigenous and minority populations. It seeks to dismantle the colonial legacies that perpetuate unequal power dynamics and promote the inclusion of diverse epistemologies and ways of knowing.
Waghid's African philosophy of education aligns closely with the goals and principles of humanising pedagogy and decolonising education. Waghid argues that education should strive to empower learners through a pedagogy that is informed by democratic principles, embraces diversity, and acknowledges the lived experiences and cultural backgrounds of students. He advocates for the inclusion of indigenous knowledge systems and African philosophies in the curriculum, as well as the promotion of critical thinking, dialogue, and social justice.
Waghid's African philosophy of education provides a framework for practising humanising pedagogy and decolonising education by emphasizing the following:
1. Inclusivity and diversity: Both humanising pedagogy and decolonising education aim to challenge dominant narratives and create inclusive learning spaces that value the unique perspectives and experiences of all learners. Waghid's philosophy encourages the inclusion of diverse cultural, linguistic, and epistemological perspectives in education.
2. Student-centeredness: Humanising pedagogy emphasizes the importance of building meaningful relationships between teachers and students and valuing their voices and agency. Waghid's philosophy supports learner autonomy and active participation in the learning process, enabling students to critically reflect on their own experiences and contribute to the co-construction of knowledge.
3. Critical reflection and dialogue: Humanising pedagogy seeks to cultivate critical thinking and dialogue among learners. Waghid argues that education should encourage students to question assumptions, engage in dialogue, and develop a deeper understanding of societal issues. This approach facilitates the examination and deconstruction of Eurocentric ideologies and colonial legacies.
4. Social justice and equity: Both humanising pedagogy and decolonising education aim to challenge and rectify the systemic inequities and injustices perpetuated through education systems. Waghid's philosophy advocates for a focus on social justice, empowerment, and the promotion of democratic values in education.
In conclusion, humanising pedagogy and decolonising education are closely intertwined, and Waghid's African philosophy of education provides a valuable framework for practicing both approaches. By embracing inclusivity, diversity, student-centeredness, critical reflection, and social justice, educators can create transformative learning experiences that empower learners and challenge oppressive structures within education.
References:
1. Waghid, Y. (2014). African philosophies of education: Rethinking the philosophical bases of education in Africa. In K. P. Kainja & P. K. Kainja (Eds.), African Voices on Development and Social Justice: Editorials from Pambazuka News 2004–2013 (pp. 87-93). Oxford, UK: Pambazuka Press.
2. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Describe what humanising pedagogy entails and discuss how decolonising education, and Waghid’s African philosophy of education allows for practising
humanising pedagogy.
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