Date of Award

2026-05-22

Degree Name

PhD Education for Social Justice

Dissertation Committee

Suzanne Stolz, EdD, Committee Chair; Jose Lalas, PhD, Committee Member; Emily Nusbaum, PhD, Committee Member

Keywords

Humanization, SEL, RJ, PBIS, cultural humility, sociopolitical consciousness, critical consciousness, humanizing pedagogy, marginalized communities

Abstract

ABSTRACT Current pedagogical initiatives—social emotional learning (SEL), restorative practices

(RJ), and positive behavioral interventions and supports (PBIS)—aim to improve students’ relationships at school, but they often fail to address the hegemonic ideologies that sustain inequitable disciplinary practices and outcomes for minoritized students. Humanization, which centers the dignity and lived experiences of children, is a needed critical component. Drawing from the work of scholars such as Freire and del Carmen Salazar, this study sought to learn from the experiences of teachers who engaged humanizing practices. Grounded in disability critical race theory (DisCrit), this study examined how teachers used a humanizing approach to meet the needs of Black, Latinx, and disabled students. Using a qualitative narrative inquiry approach, I interviewed and observed six teachers to understand how their beliefs, pedagogies, and daily interactions aligned with the principles of humanizing education.

Three themes emerged from the analysis: cultural humility, sociopolitical consciousness, and the promotion of critical consciousness. Findings suggested teachers who engaged in continuous self-reflection; acknowledged and challenged their biases; shared power with students; and used relational, restorative approaches to discipline were more equipped to humanize students and support their academic and social–emotional development.

This study contributes to the literature by providing concrete examples of how teachers operationalized humanizing pedagogy. Recommendations urge teacher preparation programs and schools to intentionally include humanizing practices to support critical reflection, identity development, and examination of bias to better serve marginalized student communities.

Document Type

Dissertation: Open Access

Department

Learning and Teaching

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