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Humanizing Pedagogy: Beliefs and Practices on the Teaching of Latino Children
Abstract
Recent research in teacher education has placed much attention on teachers' knowledge in subject matter and instructional practices and not enough on their attitudes and perspectives that contribute significantly to the pedagogy to which they adhere. In other words, teachers' prior knowledge and life experiences strongly influence the way they perceive the nature of learning and their students. This article describes an investigational ethnographic study that explored the pedagogical perspectives and teaching practices of four urban elementary school teachers whom Latino parents and students rated as effective in working with Latino students. Special emphasis is placed on a “humanizing” pedagogy (Bartolomé, 1994 Bartolomé, L. I. 1994. Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2): 173–194. [Crossref], [Web of Science ®] , [Google Scholar]; Freire, 1987 Freire, P. 1987. “Letters to North-American teachers”. In Freire for the classroom: A source book for laboratory teaching, Edited by: Shor, I. 211–214. Portsmouth, NH: Boynton & Cook. [Google Scholar]; Fránquiz & Salazar, 2004 Fránquiz, M. and Salazar, M. 2004. The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. The High School Journal, 87(4): 36–53. [Crossref] , [Google Scholar]; Ladson-Billings, 1995 Ladson-Billings, G. 1995. But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34…
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“As such, Lyn not only drew on students' viewpoints but also reflected on ways to expose students and expand their learning possibilities within their own neighborhood (Huerta, 2011; Salazar, 2013).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Huerta, 2011
In the citing paper
“They can then refocus instruction to incorporate students' background knowledge and prior experiences, intentionally positioning students as active participants in the process of designing curriculum (Bartolomé, 1994; Huerta, 2011; Kidwell et al., 2021; Zisselsberger, 2016).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Huerta, 2011
In the citing paper
“Teachers who use humanizing approaches 'recognize the sociohistorical and political context of their own lives and their students' lives' (Huerta, 2011, p. 39).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Huerta, 2011
In the citing paper
“As such, content regularly draws on students' viewpoints in addition to exposing students and their parents to learning possibilities in their own neighborhoods (Huerta, 2011; Salazar, 2013).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Huerta, 2011
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References 26 · Cited by 88
Research works printed but not linked: 23
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Metadata
- Authors
- Huerta, T. M.
- Affiliations
- California State University System (US)
- Corresponding author
- Huerta, Teresa M.
- ORCID
- Huerta, Teresa M.
- Venue
- Bilingual Research Journal
- Publisher
- Informa UK Limited
- Published
- 2011-04-29
- Volume
- 34
- Issue
- 1
- Pages
- 38-57
- ISSN
- 1523-5882 (ISSN-L)
- 1523-5890
- OpenAlex
- W1997245293
- Cited by
- 88
- References
- 26
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 8 · 2023: 10 · 2022: 6 · 2021: 6 · 2020: 8 · 2019: 12 · 2018: 7 · 2017: 3 · 2016: 6 · 2015: 3 · 2014: 3 · 2013: 5 · 2012: 2
- FWCI
- 10.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Bilingual Research Journal (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Critical and Liberation Pedagogy
- Keywords
- humanizing pedagogy, Hispanic students, teacher beliefs, teaching practice, sociocultural knowledge, culturally relevant pedagogy, teacher-student relationship, Latino parents, teaching effectiveness
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