Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education

Resource type
Book Section
Authors/contributors
Title
Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education
Abstract
With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.
Date
June 15, 2020
Pages
125-128
ISBN
978-1-939797-49-0
Short Title
Resisting Dehumanizing Assessments
Library Catalogue
ResearchGate
Citation
Shelton, C., Aguilera, E., Gleason, B., & Mehta, R. (2020). Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education (pp. 125–128).