Relevant bibliographies by topics / Dehumanized pedagogy

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Academic literature on the topic 'Dehumanized pedagogy'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Dehumanized pedagogy"

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Paneru, Narendra Raj. "Humanizing English Language Pedagogy: A Case Study of Kathmandu Valley School in Nepal." AMC Multidisciplinary Research Journal 4, no. 1 (2025): 38–53. https://doi.org/10.3126/amrj.v4i1.78675.

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This paper highlights the prevailing practices of dehumanized ELT pedagogies in Nepal, with a special focus on issues like cultural insensitivity, language hegemony, rote learning strategies, teacher-centered approaches, non-differentiation of teaching, and limited authentic language use. Employing the generic qualitative approach, this study used tools such as interviews, observations, and focus group discussions with purposively selected six English language teachers and eight students from six schools in Kathmandu Valley to retrieve data to explore the issues of dehumanization and humanizin
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Shtukarev, Nikita A. "Terminological aspects of interrelation of main categories of forming the anti-corruption culture of the bachelor of laws." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1, 2020 (2020): 181–97. http://dx.doi.org/10.31862/2218-8711-2020-1-181-197.

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In the article the author reveals the substantive link between the main categories of forming the future anti-corruption culture of the Bachelor of Laws: “culture”, “corruption culture”, “anti-corruption training”, “anticorruption education”, “anti-corruption competence”, “educational space of a law school”. It is noted that in modern Russian society there are trends of degradation of the traditional culture; anti-values are being actively formed and spread, moral ideals are being lost, practically the whole space of human life is being dehumanized. The analysis of the research space of profes
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Гетманець, Ганна Олегівна, та Ірина Олегівна Гетманець. "НОВЫЕ ГРАНИ РОМАНА ВОСПИТАНИЯ". Наукові записки Харківського національного педагогічного університету імені Г.С. Сковороди "Літературознавство" 2, № 81 (2015): 62–71. https://doi.org/10.5281/zenodo.32942.

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Novel by E.S. Kochergin «Christened by Kresty « is analysed in the present article. Antihuman system of orphan upbringing in children’s institutions of the NKVD in the Soviet time is vividly depicted. The literary work presents the author’s life history. Kochergin was deprived of his parents by the authorities. He was bound to struggle for survival in hard war and post-war time. As a four-year old boy the author was taken along the “road of life” from blockaded Leningrad to Siberia with the first group of children. Returning to his native town to his mother
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Gonzalez, Irvin Manuel. "Rasquache Pedagogy, or what Quebradita Dancing Taught Me." Camino Real. Estudios de las Hispanidades Norteamericanas 14, no. 17 (2022): 41–62. https://doi.org/10.37536/cr.2022.17.2910.

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This essay examines quebradita dancing, a Mexican/Mexican American social dance form first cultivated during the 1990s through transborder exchanges, as a tool for the development of rasquache pedagogy. Engaging Chicano Studies scholar Tomás Ybarra-Frausto’s definition of rasquachismo as a DIY, underdog sensibility employed by Chicanx communities to repurpose the intended use value of materials, I examine how quebradita dancing teaches participants to strategically hybridize aesthetics in order to reshape the world around them. I contend that rasquache pedagogy is an affectively embodied lesso
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Murtiningsih, Siti, Hastanti Widy Nugroho, Iva Ariani, and Agus Himmawan Utomo. "The Role of Education for Poverty Alleviation in the Perspective of Critical Pedagogy." Digital Press Social Sciences and Humanities 11 (2024): 00013. http://dx.doi.org/10.29037/digitalpress.411465.

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The critical pedagogy perspective is currently being promoted in education to advocate for inclusion and equity. However, few have considered the prospect of its application in the role of education towards poverty alleviation. This research discusses the contribution of Paulo Freire's thoughts on the idea of pedagogy of the oppressed which discusses the education of the oppressed. The education of the oppressed is education for humans who are involved in fighting for their freedom from the shackles of structural poverty created by education. Oppression referred to by Paulo Freire is any form
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Ciocan, Tudor-Cosmin, Constantin Cucos, and Maria Ciocan. "Cultural Education towards Exclusivism. Or, the Role of Education in shaping Exclusivism." DIALOGO 8, no. 1 (2021): 94–109. http://dx.doi.org/10.51917/dialogo.2021.8.1.9.

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The way in which the “traditional” system of education ends up deflecting people's attention from the things that make us, human beings, a whole, a species, and a unity, is constantly and ascendingly challenged and thought against. Currently, we need to find out what features of the former educational system, especially those institutionalized, maintained by the school and society, are highlighted here to be eliminated and what is their authentic value in the system. In the present approach, we will refer, as an example, to religious education. These characteristics that we intend to discuss h
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Reeder, Kelsey. "Questioning Case Studies: Subverting Social Work Education and Practice Through a Lens of Queer Irreverence." Studies in Clinical Social Work: Transforming Practice, Education and Research 94, no. 4 (2024): 362–80. https://doi.org/10.1080/28376811.2024.2419678.

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Queer theory pushes us to resist normativity, question power structures, and strive for liberation. Queer-affirming practice encourages trauma-informed, consensual, accountable, and reciprocal care. Theoretically, the values of queer theory, queer-affirming practice, and social work are adjacent, if not intrinsically interconnected. However, social work education often relies on practices rooted in oppressive frameworks wedded to traditionally western and colonist socio-behavioral science standards that go unchallenged. For example, encouraging the appropriation of clients’ lived experie
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Prof. Ignatius Chukwumah. "Decolonizing Western Phonics." Ahyu: A Journal of Language and Literature 6 (December 4, 2023): 26–43. http://dx.doi.org/10.56666/ahyu.v6i.158.

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Studies have focused on written children’s literature, and only recently, those on performances for children have concentrated on social effects. However, a novel strand of children's performance, Uncle Wowo (a Facebook/YouTube performance page) whose anchor, Uncle Wowo, resorts to a performative mode that draws on the Idoma (an indigenous Nigerian language) alphabet to spell-read English words. First, he spells each alphabet. This study draws on Idoma spelling and articulatory system, English pronouncing conventions and sundry concepts of decolonization to unveil how Uncle Wowo guides his hum
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Zhang, Tao. "“Your English is Accented!”: Surviving With Otherness While Approaching Positive Becoming." International Review of Qualitative Research, August 6, 2020, 194084472094351. http://dx.doi.org/10.1177/1940844720943510.

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Taking a critical intercultural approach, this paper explores the discrepancies between the critical communication pedagogy (CCP) ideals and pedagogical struggles of international graduate teaching assistants (IGTAs) rendered by their linguistic difference due to border crossing. I theorized IGTAs’ linguistic Otherness as racialization of their accent. I further suggested undoing the negative becoming with positive becoming by intervening in the dualistic ways of knowing and hearing in order to shatter the mentality that dehumanizes and dominates the Other.
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Tafari, Menelik. "Freire, Critical Pedagogy, and Culture Circles." InterActions: UCLA Journal of Education and Information Studies 19, no. 1 (2024). http://dx.doi.org/10.5070/d41.35465.

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In celebration of our 20th Anniversary as a journal, the InterActions: UCLA Journal of Education and Information Studies editorial team opted to put forth a call on the work of Paulo Freire, critical pedagogy, and culture circles. It’s hard not to continue to see why critical pedagogy, a praxis of nurturing critical consciousness toward humanization and society towards justice, continues to be an essential aspect of education in P-20 settings in a healthy democracy. This issue was an opportunity to showcase contemporary work and research inspired by the legacy of Paulo Freire. Humanizing educa
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Books on the topic "Dehumanized pedagogy"

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Wright, Almeda. The Spiritual Lives of Young African Americans. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190664732.001.0001.

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The Spiritual Lives of Young African Americans unearths the ways that African American Christian youth separate their lives and spirituality into mutually exclusive categories, with the result that their religious beliefs and practices do not directly impact their experiences of communal and systemic injustices. Yet this work argues that youth can and do teach the church and society myriad lessons through their theological reflections and actions. This book takes seriously the harsh realities of African American youth, who are often marginalized and even dehumanized within society and religiou
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Book chapters on the topic "Dehumanized pedagogy"

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Yomantas, Elizabeth Laura. "Illuminating Golden Threads." In Creativity as Progressive Pedagogy. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8287-9.ch016.

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Pedagogical creativity can function as a vehicle to facilitate connection, restore humanity, and nurture critical hope in the classroom and beyond. Pedagogical creativity is essential and urgent as the confluence of the pandemic, civil unrest, and online learning have created dehumanized, unprecedented learning conditions. This chapter details an undergraduate general education course that leveraged contemporary young adult literature for cultural reformation and to promote social justice. This chapter provides examples of students enacting creativity and social imagination and concludes with
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Radebe, Nompumelelo Zodwa. "Unmasking the Logic Embedded in the Fourth Industrial Revolution (4IR) in Pursuit of Transformation in Higher Education." In Transforming Higher Education Scholarship after Covid-19 and in the Context of the 4th Industrial Revolution. UJ Press, 2024. http://dx.doi.org/10.36615/9781776490073-05.

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The advent of COVID-19 accelerated the implementation of the Fourth Industrial Revolution (4IR) as it became the only viable option to teach during the lockdown. Indeed, this changed the trajectory of teaching and learning as we know it. However, it must be noted that 4IR is not a neutral tool in teaching but has a capitalist logic embedded in it that dehumanises in the interests of profits. It becomes critical therefore to pay attention to the impact of 4IR in human lives over and above the facilitation of education. This propels us to ask this fundamental question: “What is education?”. To r
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