May 19, 2026 · 42 min · 15 segments
Dr. Chantal Francois and Dr. Jen McLaughlin Cahill, co-authors of *Identity-Affirming Literacies in Schools*, discuss their time at the school they call Pearl Street Collaborative, a progressive…
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In your book, you talk about the importance of relationships among colleagues to humanizing pedagogy.
The way that I have been thinking about, or we have both been thinking about humanizing pedagogy is rooted in some of Lilia Bartolome's work, and she talks a lot about, um... or she did talk, her article's been out for some time now, and drawing on work from Freire and other critical scholars.
She has talked about humanizing educators understanding that unfortunately in our society, schooling can often reproduce the status quo, the social status quo, and the oppressive aspects that we see in society end up existing in our school institutions as well.
And so schools are often supporting teaching students, particularly students who are racially and culturally diverse and traditionally marginalized, sort of towards second-class citizenship.
The other important part of humanizing pedagogy which we explore in the book, which is also grounded in that scholarship as well, is the idea that humanizing educators both see those oppressive forces in schools, but work toward enacting alternative possibilities for their teaching and for students' learning, and even for the curriculum that they're teaching.
I think the only thing that I would add to that really wonderful and robust description of, of humanizing pedagogy is that we, in our teaching and in our scholarship, seek to uplift and affirm the voices of, of young people in all of our work that is designed to argue that literacy is an identity affirming, or can be, should be an identity affirming enterprise, and that teachers who have that orientation to their teaching and have a, a stance toward liberating pedagogies, pedagogies that really view learners, especially in marginalized populations, as bringing great cultural assets to the classroom-
And how do those relationships among the teachers impact humanizing pedagogy?
In your book, you talk about the importance of relationships among colleagues to humanizing pedagogy.
The way that I have been thinking about, or we have both been thinking about humanizing pedagogy is rooted in some of Lilia Bartolome's work, and she talks a lot about, um... or she did talk, her article's been out for some time now, and drawing on work from Freire and other critical scholars.
She has talked about humanizing educators understanding that unfortunately in our society, schooling can often reproduce the status quo, the social status quo, and the oppressive aspects that we see in society end up existing in our school institutions as well.
And so schools are often supporting teaching students, particularly students who are racially and culturally diverse and traditionally marginalized, sort of towards second-class citizenship.
The other important part of humanizing pedagogy which we explore in the book, which is also grounded in that scholarship as well, is the idea that humanizing educators both see those oppressive forces in schools, but work toward enacting alternative possibilities for their teaching and for students' learning, and even for the curriculum that they're teaching.
I think the only thing that I would add to that really wonderful and robust description of, of humanizing pedagogy is that we, in our teaching and in our scholarship, seek to uplift and affirm the voices of, of young people in all of our work that is designed to argue that literacy is an identity affirming, or can be, should be an identity affirming enterprise, and that teachers who have that orientation to their teaching and have a, a stance toward liberating pedagogies, pedagogies that really view learners, especially in marginalized populations, as bringing great cultural assets to the classroom-
And how do those relationships among the teachers impact humanizing pedagogy?
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