A humanising pedagogy: Getting beneath the rhetoric

Abstract

In this article, the authors situate and make an argument for a humanising pedagogy in response to the legacy of a dehumanising past in South Africa. They describe the inquiry into a humanising pedagogy by means of mining stories of living and learning in South Africa. The authors explain how the meanings and praxis of a humanising pedagogy unfold as the story of the work unfolds. One result of the work has been a working collection of “Statements of awareness” that are authentic and significant, though still evolving, which frame a humanising pedagogy.