| Title: |
Precedence of Praxis: Humanizing Pedagogy in a Standards-Dominated System |
| Language: |
English |
| Authors: |
Emily Thurston (ORCID 0009-0006-3637-0937); JoeAnn Nguyen; Tequila Butler; Pete Compitello |
| Source: |
Journal of Education. 2025 205(3):226-238. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education; Junior High Schools; Middle Schools |
| Descriptors: |
Language Arts; English Instruction; Humanization; Praxis; English Teachers; Educational Policy; Compliance (Psychology); Student Centered Learning; Neoliberalism; Barriers; Holistic Approach; Public Education; High School Teachers; Middle School Teachers; Teacher Attitudes |
| DOI: |
10.1177/00220574251320092 |
| ISSN: |
0022-0574 |
| Abstract: |
This qualitative case study examines the implementation of humanizing pedagogies in 18 English language arts classrooms. Using semi-structured interviews and observations, we investigated how ELA teachers navigated policy mandates and a compliance culture while enacting reflexive, responsive, and student-centered instruction. As a problem of practice, our findings highlight neoliberal and new managerial barriers to humanizing pedagogy, underscoring the significance of a whole-child approach at all levels of the education system, particularly in contexts where standardized assessments dominate concepts of educational equity and excellence. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1474424 |
| Database: |
ERIC |