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Journal articles on the topic 'Humanizing pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

del Carmen Salazar, María. "A Humanizing Pedagogy." Review of Research in Education 37, no. 1 (2013): 121–48. http://dx.doi.org/10.3102/0091732x12464032.

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Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.

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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive t
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Mehta, Rohit, and Earl Aguilera. "A critical approach to humanizing pedagogies in online teaching and learning." International Journal of Information and Learning Technology 37, no. 3 (2020): 109–20. http://dx.doi.org/10.1108/ijilt-10-2019-0099.

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PurposeIn this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning.Design/methodology/approachThe authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive tea
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Bartolomé, Lilia. "Beyond the Methods Fetish: Toward a Humanizing Pedagogy." Harvard Educational Review 64, no. 2 (1994): 173–95. http://dx.doi.org/10.17763/haer.64.2.58q5m5744t325730.

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In this article, Lilia Bartolomé argues that the current focus on finding the right "methods" to improve the academic achievement of students who have historically been oppressed hides the less visible but more important reasons for their performance: the asymmetrical power relations of society that are reproduced in the schools, and the deficit view of minority students that school personnel uncritically, and often unknowingly, hold. Bartolomé argues instead for a humanizing pedagogy that respects and uses the reality, history, and perspectives of students as an integral part of educational p
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Fránquiz, María E., Alba A. Ortiz, and Gilberto Lara. "Co-editor’s introduction: Humanizing pedagogy, research and learning." Bilingual Research Journal 42, no. 4 (2019): 381–86. http://dx.doi.org/10.1080/15235882.2019.1704579.

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Wilder, Phillip, and Ysaaca Axelrod. "Humanizing disciplinary literacy pedagogy for Dinka refugee children." Cultural Studies of Science Education 14, no. 4 (2019): 1071–77. http://dx.doi.org/10.1007/s11422-018-9896-7.

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Shih, Yi-Huang. "Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction." Journal of Education and Learning 7, no. 3 (2018): 197. http://dx.doi.org/10.5539/jel.v7n3p197.

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By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and mind and become better citizens in the future. The suggestions are as follows: (1) teachers' instruction must fit each child, (2) it must be understood that all children have their own talents, (3) there must be a connection with the child’s real lear
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Price, Jeremy N., and Margery D. Osborne. "Challenges of Forging a Humanizing Pedagogy in Teacher Education." Curriculum and Teaching 15, no. 1 (2000): 27–51. http://dx.doi.org/10.7459/ct/15.1.03.

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Schwab, Emily Rose. "Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice." Literacy Research: Theory, Method, and Practice 68, no. 1 (2019): 108–29. http://dx.doi.org/10.1177/2381336919869025.

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This article builds on the work of adult literacy scholars to explore how dialogue journals might be used to enact a mutually humanizing pedagogy within adult English for Speakers of Other Languages (ESOL) classrooms. The researcher extends the discussion of using dialogue journals to consider not only how they can be used to meet the ends of specific class and language learning goals but can be utilized by teachers and researchers as a humanizing practice in a context historically and contemporarily dominated by the dehumanizing of adult immigrants through popular and political discourse. Thr
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Alhabash, Saleem. "Humanizing Advertising Education: Reflection and Insights for Post-Pandemic Pedagogy." Journal of Advertising Education 25, no. 1 (2021): 6–12. http://dx.doi.org/10.1177/10980482211010269.

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In this invited commentary, I reflect on the philosophical changes to my pedagogical approach during the COVID-19 pandemic. Inspired by Mehta and Aguilera’s (2020) humanizing pedagogy approach, the commentary provides four elements to capitalize on when designing courses aspiring to inspire a brighter future in advertising.
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Shanks, Neil. "“Starting Points Matter”: Humanizing Economics Pedagogy through New Economic Paradigms." Social Studies 111, no. 6 (2020): 296–311. http://dx.doi.org/10.1080/00377996.2020.1757600.

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Nava, Imelda, Jaime Park, Danny Dockterman, et al. "Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework." Journal of Teacher Education 70, no. 2 (2018): 139–54. http://dx.doi.org/10.1177/0022487118755699.

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This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics—secon
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Baker-Bell, April, Django Paris, and Davena Jackson. "Learning Black Language Matters." International Review of Qualitative Research 10, no. 4 (2017): 360–77. http://dx.doi.org/10.1525/irqr.2017.10.4.360.

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How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing resear
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Dju, Antonio Oliveira, and Darcísio Natal Muraro. "A infância como o outro libertador." Praxis Educativa 16 (2021): 1–17. http://dx.doi.org/10.5212/praxeduc.v.16.16618.019.

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his paper aims at analysing the conception of Otherness in Freire in order to understand the relations with childhood and the liberation from oppression. For that, we raised the following question: What contribution can Freire’s conception of the Other make to understand childhood and liberation? The text follows a qualitative bibliographic methodology, whose contribution is the philosophical analysis, as part of our Master’s research project which has as its investigative focus the question of Other and humanizing education. As a theoretical framework, the works of Freire: Pedagogy of the Opp
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Huerta, Teresa M. "Humanizing Pedagogy: Beliefs and Practices on the Teaching of Latino Children." Bilingual Research Journal 34, no. 1 (2011): 38–57. http://dx.doi.org/10.1080/15235882.2011.568826.

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Graman, Tomas. "Education for Humanization: Applying Paulo Freire's Pedagogy to Learning a Second Language." Harvard Educational Review 58, no. 4 (1988): 433–49. http://dx.doi.org/10.17763/haer.58.4.0126051676j2000k.

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In this article, Tomas Graman shares his experiences of working with critical pedagogy in teaching English as a Second Language (ESL). He argues that second-language learning can be both transformative and genuinely educative. By sharing his experiences of working with critical pedagogy in teaching ESL, Graman provides powerful insights into the constructive processes made possible when education is based on real human needs and concerns. Graman believes that the critical pedagogy of Paulo Freire, which is based upon a generative and empowering definition of learning, is particularly appropria
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Ubaque-Casallas, Diego Fernando. "Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT." HOW 28, no. 2 (2021): 33–52. http://dx.doi.org/10.19183/how.28.2.604.

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This article examined two English teachers’ professional identities based on a series of interviews conducted in two universities in Bogotá, Colombia. This paper examined their experiences and discourses regarding language pedagogy. Accordingly, the study adopted a narrative methodology from a decolonial lens to put some tension on the normative conception of the traditional/hegemonic notions of pedagogy and teacher identities configured in the Colombian English Language Teaching (ELT) context. Findings revealed that teachers enact their language pedagogies by merging their personal selves wit
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Osorio, Sandra Lucia. "Toward a humanizing pedagogy: Using Latinx children’s literature with early childhood students." Bilingual Research Journal 41, no. 1 (2018): 5–22. http://dx.doi.org/10.1080/15235882.2018.1425165.

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Cooke, Nicole A. "Leading with love and hospitality: applying a radical pedagogy to LIS." Information and Learning Sciences 120, no. 1/2 (2019): 119–32. http://dx.doi.org/10.1108/ils-06-2018-0054.

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Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implicat
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Renner, Adam, Milton Brown, Gina Stiens, and Sonya Burton. "A reciprocal global education? Working towards a more humanizing pedagogy through critical literacy." Intercultural Education 21, no. 1 (2010): 41–54. http://dx.doi.org/10.1080/14675980903491874.

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Franquiz, Maria E., and Maria del Carmen Salazar. "The Transformative Potential of Humanizing Pedagogy: Addressing the Diverse Needs of Chicano/Mexicano Students." High School Journal 87, no. 4 (2004): 36–53. http://dx.doi.org/10.1353/hsj.2004.0010.

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Hanauer, David I. "Meaningful literacy: Writing poetry in the language classroom." Language Teaching 45, no. 1 (2011): 105–15. http://dx.doi.org/10.1017/s0261444810000522.

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This paper develops the concept of meaningful literacy and offers a classroom methodology – poetry writing – that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical evidence that characterizes second language (L2) poetry writing; and the third describes the practical aspects of teaching poetry writing. This approach is presented as a way of humanizing the second and foreign language classroom by refocusing on t
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Ross, E. Wayne. "Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future?" Review of Education, Pedagogy, and Cultural Studies 40, no. 5 (2018): 371–89. http://dx.doi.org/10.1080/10714413.2019.1570792.

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Reyes, Reynaldo. "In a World of Disposable Students: The Humanizing Elements of Border Pedagogy in Teacher Education." High School Journal 99, no. 4 (2016): 337–50. http://dx.doi.org/10.1353/hsj.2016.0013.

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Khene, Caroline. "Supporting a Humanizing Pedagogy in the Supervision Relationship and Process: A Reflection in a Developing Country." International Journal of Doctoral Studies 9 (2014): 073–83. http://dx.doi.org/10.28945/2027.

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Zisselsberger, Margarita. "Toward a humanizing pedagogy: Leveling the cultural and linguistic capital in a fifth-grade writing classroom." Bilingual Research Journal 39, no. 2 (2016): 121–37. http://dx.doi.org/10.1080/15235882.2016.1167137.

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Azevedo Chaves, Isis, and Rafael Rossi. "A IMPORTÂNCIA DA CIÊNCIA NA EDUCAÇÃO ESCOLAR: REFLEXÕES DA TEORIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA." COLLOQUIUM HUMANARUM 18, no. 1 (2021): 49–60. http://dx.doi.org/10.5747/ch.2021.v18.h508.

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This text is an instrument through which we demonstrate the origin, nature and social function of scientific knowledge and its historical importance in school education from the contributions of the marxian ontological perspective, historical-critical pedagogy and historical-cultural theory. The objective is to demonstrate, based on the historical process of human self-construction, the essence of science, as well as the need for more and more school education to defend it. Our intention is to reflect on the constitution and humanizing potential of scientific knowledge in the school environmen
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Czop Assaf, Lori, Kristie O’Donnell Lussier, Shelly Furness, and Meagan Hoff. "Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers’ Understanding of Humanizing Pedagogy." Teacher Educator 54, no. 2 (2019): 105–24. http://dx.doi.org/10.1080/08878730.2018.1520376.

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Melo, Veriene. "Emancipatory Education and Youth Engagement in Brazil: A Case Study Bridging the Theory and Practice of Education for Social Transformation." Education Sciences 9, no. 1 (2019): 23. http://dx.doi.org/10.3390/educsci9010023.

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Actualizing education beyond the scope of traditional schooling and incorporating elements of critical pedagogy and social transformation are essential for efforts aiming to reduce inequalities and enhance the livelihoods of excluded populations. This article examines emancipatory education through a Freirean lens by considering its dimensions of critical pedagogy, both in practice and in theory. Drawing from a case study of an NGO-led initiative enabling hundreds of young people from the favelas of Rio de Janeiro to formulate and implement their own ideas for social action, the article examin
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Ferreira Velho de Arruda, Murilo, Luiz Gonçalves Junior, and Bruna Fuentes da Costa. "EDUCAÇÃO MUSICAL HUMANIZADORA EM UM PROJETO DE EXTENSÃO: DESVELANDO PROCESSOS EDUCATIVOS." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 9, no. 3 (2018): 165. http://dx.doi.org/10.24317/2358-0399.2018v9i3.7747.

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O objetivo desta investigação foi desvelar processos educativos presentes em uma intervenção com educação musical humanizadora no contexto do projeto de extensão social Vivências em Atividades Diversificadas de Lazer (VADL), criado em 1999, junto ao Departamento de Educação Física e Motricidade Humana (DEFMH) da Universidade Federal de São Carlos (UFSCar). O projeto é desenvolvido com a pedagogia dialógica por equipe interdisciplinar de educadores/as, junto a crianças e adolescentes de 7 a 17 anos, de periferia urbana e empobrecida da cidade de São Carlos, interior do estado de São Paulo. A me
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Stacy, Jen, Yesenia Fernández, and Elexia Reyes McGovern. "El Instituto: Centering Language, Culture, and Power in Bilingual Teacher Professional Development." Journal of Culture and Values in Education 3, no. 2 (2020): 120–37. http://dx.doi.org/10.46303/jcve.2020.16.

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Teacher education programs have the obligation to prepare bilingual teachers, new and established, to challenge pervasive deficit and racist ideologies, to cultivate students’ identities/knowledges, and to thwart oppressive ideologies through counter-hegemonic discourses. This paper presents a case study of El Instituto, one Hispanic Serving Institution’s immersive professional development program for Spanish-speaking bilingual teachers in Los Angeles County. Conducted entirely in Spanish, the program aimed to center teachers’ sociocultural realities and community cultural wealth while honorin
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Siergiejczyk, Galina. "Virtual International Exchange as a High-Impact Learning Tool for More Inclusive, Equitable and Diverse Classrooms." European Journal of Open, Distance and E-Learning 23, no. 1 (2020): 1–17. http://dx.doi.org/10.2478/eurodl-2020-0001.

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AbstractWhile technology-assisted learning has become commonplace in education, its applications are rarely examined along geopolitical and cultural perspectives that reveal certain shared and vastly distinct localized practices in evolving pedagogy and cultural dynamics. For developing countries such as Uzbekistan, collaborating virtually with a university in the U.S. may represent both a technological and socio-cultural challenge. Conducting a virtual international project, nonetheless, offers a unique chance to experience another culture in real time through its people, exposing reductionis
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Guerra, Myriam Jimena, Minda Morren Lopez, and Angelika Benavides. "Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment." Journal of Culture and Values in Education 3, no. 2 (2020): 100–119. http://dx.doi.org/10.46303/jcve.2020.15.

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This study had three aims: to present a case study and explain the funds of identity of a Latina educator; to use this as an opportunity to connect heritage language to ideological clarity and humanizing pedagogies in educator preparation programs; and to illustrate how pedagogy and language education can include transformational and healing elements when educators are engaged in culturally and linguistically affirming professional development. By understanding ourselves as teachers in relation to the communities in which we teach, we are able to develop ideological clarity and reject deficit
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Trindade, Larissa Aparecida, and Célia Maria Guimarães. "O ATO EDUCATIVO NA EDUCAÇÃO INFANTIL SOB A ÓTICA DA PEDAGOGIA HISTÓRICO-CRÍTICA." COLLOQUIUM HUMANARUM 16, no. 4 (2019): 75–94. http://dx.doi.org/10.5747/ch.2019.v16.n4.h448.

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This article is the result of a doctoral dissertation called “The play of social roles as a guiding element of the continuing education of a preschool teacher”, in which the main objective was to realize and reflect on the process of continuing education of the preschool teacher by through theoretical and practical interventions for the construction of a humanizing educational practice based on Historical-Cultural Psychology, on Historical-Critical Pedagogy and on the use of toys and the play of social roles in the school situation. For this discussion we bring a brief presentation of the Hist
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Cação, Maria Izaura. "DESAFIOS DA FORMAÇÃO DOCENTE NO CURSO DE PEDAGOGIA: aligeiramento e pragmatismo." education policy analysis archives 21 (November 11, 2013): 84. http://dx.doi.org/10.14507/epaa.v21n84.2013.

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This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentati
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Roganova, Мarina, Victoria Yatsenko, and Tatiana Onischuk. "Educational Activities of a Teacher from the Point of View of Humanitarian Methodology." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 84–94. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-84-94.

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The article examines the issues of educational activity of a modern teacher from the point of view of humanitarian methodology, which is based on the subject-subject relationship of the teacher and the pupil; states that the humanistic position of the educator presupposes the presence of deep knowledge about a person, about the laws of his development, his place in the world around him. The principles of humanitarian pedagogy in the educational activities of higher educational institutions direct the understanding of the teacher both to the students as a whole, and to each individual separatel
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Artemchuk, Marharyta. "THE PROBLEM OF PERSONAL ORIENTED TRAINING OF FUTURE TEACHER OF MATH FOR SELF-EDUCATION ACTIVITIES ІN HISTORICAL DEVELOPMENT OF PEDAGOGY". Aesthetics and Ethics of Pedagogical Action, № 14 (9 вересня 2016): 91–98. http://dx.doi.org/10.33989/2226-4051.2016.14.171591.

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The article deals with the problem of personality-oriented training in the context of social and educational problems. The urgency of the organization of self- activity of the future teachers of mathematics is proved.The relevance of self education of future teachers of mathematics is enhanced due to the existence of contradictions between: social demand for higher teachers of mathematics, successful in professional and cultural development, keen in the theory and methodology of professional education “white spots” in terms of personal support of educational process in universities;awareness o
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Palii, Anatolii. "Foundations of Diagnosing an Individual’s Intellectual and Creative Giftedness." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 4 (2014): 123–35. http://dx.doi.org/10.15330/jpnu.1.4.123-135.

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The article argues for the urgency of research on an individual’s intellectual and creativegiftedness and emphasizes the theoretical, psychological, pedagogic, and socio-economicsignificance of the problem. It is claimed that the psychological practices in education may result innegative consequences through lack of high validity methods of diagnosing mental (intellectualand creative) giftedness. The selection of relevant psychodiagnostic procedures and methods ofworking with gifted individuals must be determined by a psychologically substantiated systemictheory of giftedness which is based on
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Denise Andrade de Freitas Martins, Ilza Zenker Leme Joly, and Luiz Gonçalves Junior. "Humanizing Musical Education: Dialogical Pedagogy Contributions." US-China Education Review B 8, no. 7 (2018). http://dx.doi.org/10.17265/2161-6248/2018.07.003.

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Risner, Doug. "Activities for Humanizing Dance Pedagogy: Immersive Learning in Practice." Journal of Dance Education, December 11, 2019, 1–7. http://dx.doi.org/10.1080/15290824.2019.1678753.

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Zhu, Gang. "“Educate Your Heart Before Your Mind”: The Counter-Narratives of One African American Female Teacher’s Asset-, Equity- and Justice-Oriented Pedagogy in One Urban School." Urban Education, January 29, 2020, 004208592090224. http://dx.doi.org/10.1177/0042085920902244.

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This article narrates one African American female teacher’s asset-, equity-, and justice-oriented pedagogy with foci on culturally responsive pedagogy and authentic caring in teaching in an urban school from the joint perspectives of community cultural wealth, funds of knowledge, and funds of identity. Drawing upon humanizing counter-narrative research methodologies, this article foregrounds traditionally oppressed groups’ repressed voices concerning culturally responsive pedagogy and authentic caring for improving culturally and linguistically diverse students’ academic achievements. These fi
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Moore, Christi Camper. "Ethical Dilemmas in Dance Education: Case Studies on Humanizing Dance Pedagogy." Journal of Dance Education, October 19, 2020, 1. http://dx.doi.org/10.1080/15290824.2020.1801083.

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Timmons, Wendy M. "Ethical dilemmas in dance education: case studies on humanizing dance pedagogy." Research in Dance Education, March 24, 2021, 1–3. http://dx.doi.org/10.1080/14647893.2021.1902494.

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Gleason, Benjamin. "Expanding interaction in online courses: integrating critical humanizing pedagogy for learner success." Educational Technology Research and Development, November 19, 2020. http://dx.doi.org/10.1007/s11423-020-09888-w.

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Lussier, Kristie O'Donnell, Lori Czop Assaf, and Meagan Hoff. "A." FIRE: Forum for International Research in Education 5, no. 2 (2019). http://dx.doi.org/10.32865/fire201952163.

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The purpose of this study was to explore how preservice teachers (PST) became aware of literacies in global and local contexts and to understand how PST conceive of literacy after experiencing an international service learning (ISL) study abroad program in rural South Africa. For this qualitative grounded theory study, we used critical literacy and humanizing pedagogy as theoretical frames for designing the program and analyzing data. Findings show PST experienced a
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Ita Olszewska, Aleksandra, Elizabeth Bondy, Natalie Hagler, and Hyunjin Jinna Kim. "A humanizing pedagogy of engagement: beliefs and practices of award-winning instructors at a U.S. university." Teaching in Higher Education, May 2, 2021, 1–17. http://dx.doi.org/10.1080/13562517.2021.1920575.

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Vasconcelos, Erika. ""I Can See You": An Autoethnography of My Teacher-Student Self." Qualitative Report, October 19, 2014. http://dx.doi.org/10.46743/2160-3715/2011.1063.

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This article is an autoethnographic investigation of my second-nature teacher-student self. What has made me into the teacher I am? What makes me the teacher I am? In order to address these questions, I draw upon my memories of my own teachers and students. As I portray my teaching-learning experiences as textual "snapshots," I find that my most cherished memories come from when my teachers acknowledged my presence and listened to me, and when I have been in dialogue with my own students. My autoethnographic journey ends up linking the personal to pedagogical theory centering attention to rela
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"Humanizing Pedagogy: Minimizing Negative Teacher Talking Time on the Teaching of English Language as a Foreign Language." Journal of Literature, Languages and Linguistics, March 2021. http://dx.doi.org/10.7176/jlll/77-06.

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Rondaij, Joyce. "Reading Primo Levi on “hybridity” in the context of South Africa: Moving towards humanizing descriptions of the other." STJ | Stellenbosch Theological Journal 4, no. 1 (2018). http://dx.doi.org/10.17570/stj.2018.v4n1.a17.

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Abstract:
Primo Levi discovered his otherness – his Jewish identity – by experiencing discrimination: through the anti-Semitic laws enforced by the Fascist regime in the 1930’s and the year of imprisonment in Auschwitz. After his return to Italy, the notion of the “hybrid” helped Levi describe his own non-fixated identity and was presented by him as a protection against the fear of the stranger and the return of the concentration camps as its threatening result. In this article I explore Levi’s literary writings on hybridity and relate them to South African theologian Nico Koopman, who proposes a pedago
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50

Griffin, Autumn A., and Jennifer D. Turner. "Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness." English Teaching: Practice & Critique ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/etpc-09-2020-0123.

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Purpose Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply d
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