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Cited by 1,009Critical and Liberation PedagogyCritical Race Theory in EducationTeacher Education and Leadership Studies

Beyond the Methods Fetish: Toward a Humanizing Pedagogy

Bartolomé, Lilia·1994·Harvard Educational Review
DOI 10.17763/haer.64.2.58q5m5744t325730
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Abstract

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 practice. Discussing two approaches in particular that show promise when implemented within a humanizing pedagogical framework — culturally responsive education and strategic teaching — Bartolomé emphasizes the need for teachers' evolving political awareness of their relationship with students as knowers and active participants in their own learning.

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Crossref · 10.17763/haer.64.2.58q5m5744t325730

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52 of 52 references verified0 citation errors · 0 not checkable

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  • Teachers using humanizing approaches can refocus instruction to incorporate students' background knowledge and prior experiences, intentionally positioning students as active participants in designing curriculum.

    “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 Bartolomé, 1994

  • When content is centered around Indigenous Peoples, it is often from a deficit perspective, focusing on what Native communities do not have rather than the positives they have built for centuries.

    “When content is centered around Indigenous Peoples, it is often from a deficit perspective, focusing on what Native communities do not have -rather than the positives they have built for centuries (Ali-Christie, 2013;Bartolome, 1994;Faber, 2016;Paraschak & Thompson, 2014).”

    From “It’s Not Just About Competition – It’s Ceremony”: Introducing the Embedded Indigeneity Framework for Understanding Identity, Mission, and Practice in TCU and NASNTI Athletics (2026) · cites this paper as Bartolome, 1994

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Authors
Bartolomé, L.
Affiliations
Harvard University (US)
Corresponding author
Bartolomé, Lilia
Venue
Harvard Educational Review
Publisher
Harvard Education Publishing Group
Published
1994-07-01
Volume
64
Issue
2
Pages
173-195
ISSN
  • 0017-8055 (ISSN-L)
  • 1943-5045
DOI
10.17763/haer.64.2.58q5m5744t325730
OpenAlex
W2160852640
Cited by
1,009
References
52
Citations by year
2026: 31 · 2025: 37 · 2024: 50 · 2023: 50 · 2022: 61 · 2021: 60 · 2020: 69 · 2019: 76 · 2018: 40 · 2017: 47 · 2016: 37 · 2015: 41 · 2014: 39 · 2013: 50 · 2012: 34
FWCI
79.93
Type
journal article
Language
en
Open access
closed
Locations
Harvard Educational Review (publishedVersion)
Topics
  • Social Sciences › Education › Critical and Liberation Pedagogy
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
humanizing pedagogy, culturally responsive education, strategic teaching, power relations in schools, student agency, marginalized students, academic performance, critical pedagogy

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