Research Article
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Year 2019, Volume: 12, 7 - 10, 26.02.2019

Abstract

References

  • Bartolome, L., 1994. Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), pp.173-195. Childs, M., 2016. Reflecting on translanguaging in multilingual classrooms: Harnessing the power of poetry and photography. Educational Research for Social Change, 5(1), pp.22-40. del Carmen Salazar, M. and Fránquiz, M.E., 2008. The transformation of Ms. Corazón: Creating humanizing spaces for Mexican immigrant students in secondary ESL classrooms. Multicultural Perspectives, 10(4), pp.185-191. Erasmus, Z.E. 2006. Living the future now: 'Race' and challenges of transformation in higher education. South African Journal of Higher Education, 20(3): 51-63. Fataar, A., 2016. Towards a humanising pedagogy through an engagement with the social-subjective in educational theorising in South Africa. Educational Research for Social Change, 5(1), pp.10-21. Finlay, L., 2002. Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative research, 2(2), pp.209-230. Franquiz, M.E. and del Carmen Salazar, M., 2004. The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. The High School Journal, 87(4), pp.36-53. Freire, P., 1970. Pedagogy of the oppressed (MB Ramos, Trans.). New York: Continuum. Giddens, A., 1991. Modernity and self-identity: Self and society in the late modern age. Stanford university press. Roux, C. and Becker, A., 2016. Humanising higher education in South Africa through dialogue as praxis. Educational Research for Social Change, 5(1), pp.131-143. Sayed, Y., Badroodien, A., McDonald, Z., Salmon, T., Balie, L., De Kock, T. and Garisch, C., 2015. Teachers and youth as agents of social cohesion in South Africa. Cape Town, South Africa: Centre For International Teacher Education. Waghid, Y., 2002. Knowledge production and higher education transformation in South Africa: Towards reflexivity in university teaching, research and community service. Higher Education, 43(4), pp.457-488. Zinn, D., Adam, K., Kurup, R. and du Plessis, A., 2016. Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy. Educational Research for Social Change, 5(1), pp.70-93.

Humanising Pedagogies: Giving Voice to Migrant Learners

Year 2019, Volume: 12, 7 - 10, 26.02.2019

Abstract

Post-apartheid South Africa is a
fairly new democracy, characterized by diversity, as well as issues plaguing
equity and transformation, such as racism and unemployment. Increasingly, South
Africa is also playing host to growing numbers of migrants, asylum seekers and
refugees, to whom we are obliged to provide refuge. Despite the often dangerous
and seemingly insurmountable journeys to cross South Africa’s borders, one of
the first goals in settling in the host country is education for the migrant or
refugee child. Teachers however, are often at a loss with how to manage these
newcomers in their classrooms. The children struggle to prosper in South
African classrooms, given the diversity that exists, that they may not be fluent
in English, a major language of teaching and learning in the country, or in one
of the African languages. This paper argues for the urgency to pay heed to the
needs of the migrant child, by describing a framework that involves humanizing
pedagogy through the use of dialogue and reflexivity, the nature of language
used, and teacher strategies. The work provides considerations for teacher
trainees who are preparing to teach these children.

References

  • Bartolome, L., 1994. Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), pp.173-195. Childs, M., 2016. Reflecting on translanguaging in multilingual classrooms: Harnessing the power of poetry and photography. Educational Research for Social Change, 5(1), pp.22-40. del Carmen Salazar, M. and Fránquiz, M.E., 2008. The transformation of Ms. Corazón: Creating humanizing spaces for Mexican immigrant students in secondary ESL classrooms. Multicultural Perspectives, 10(4), pp.185-191. Erasmus, Z.E. 2006. Living the future now: 'Race' and challenges of transformation in higher education. South African Journal of Higher Education, 20(3): 51-63. Fataar, A., 2016. Towards a humanising pedagogy through an engagement with the social-subjective in educational theorising in South Africa. Educational Research for Social Change, 5(1), pp.10-21. Finlay, L., 2002. Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative research, 2(2), pp.209-230. Franquiz, M.E. and del Carmen Salazar, M., 2004. The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. The High School Journal, 87(4), pp.36-53. Freire, P., 1970. Pedagogy of the oppressed (MB Ramos, Trans.). New York: Continuum. Giddens, A., 1991. Modernity and self-identity: Self and society in the late modern age. Stanford university press. Roux, C. and Becker, A., 2016. Humanising higher education in South Africa through dialogue as praxis. Educational Research for Social Change, 5(1), pp.131-143. Sayed, Y., Badroodien, A., McDonald, Z., Salmon, T., Balie, L., De Kock, T. and Garisch, C., 2015. Teachers and youth as agents of social cohesion in South Africa. Cape Town, South Africa: Centre For International Teacher Education. Waghid, Y., 2002. Knowledge production and higher education transformation in South Africa: Towards reflexivity in university teaching, research and community service. Higher Education, 43(4), pp.457-488. Zinn, D., Adam, K., Kurup, R. and du Plessis, A., 2016. Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy. Educational Research for Social Change, 5(1), pp.70-93.
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Details

Primary Language English
Journal Section Articles
Authors

Leila Kajee This is me

Publication Date February 26, 2019
Published in Issue Year 2019 Volume: 12

Cite

APA Kajee, L. (2019). Humanising Pedagogies: Giving Voice to Migrant Learners. The Eurasia Proceedings of Educational and Social Sciences, 12, 7-10.