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.
","abstract_html":"<p>ABSTRACT Current pedagogical initiatives—social emotional learning (SEL), restorative practices</p> <p>(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.</p> <p>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.</p> <p>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. </p>","abstract_has_math":false,"creators":["Marques, Juan Carlos"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-22T07:00:00Z","date_published":"2026-05-22T07:00:00Z","updated_at":"2026-07-24T05:42:05Z","subjects":["Humanization","SEL","RJ","PBIS","cultural humility","sociopolitical consciousness","critical consciousness","humanizing pedagogy","marginalized communities","Disability and Equity in Education","Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1108","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Marques, Juan Carlos"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Humanization","SEL","RJ","PBIS","cultural humility","sociopolitical consciousness","critical consciousness","humanizing pedagogy","marginalized communities","Disability and Equity in Education","Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1108"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Moving Toward Humanization in Education: Teacher Models in K-12 Settings"]}]}],"canonical_facts":{"dc:creator":["Marques, Juan Carlos"],"dc:date.available":["2026-05-07T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1108"],"dc:subject":["Humanization","SEL","RJ","PBIS","cultural humility","sociopolitical consciousness","critical consciousness","humanizing pedagogy","marginalized communities","Disability and Equity in Education","Education","Special Education and Teaching"],"dc:title":["Moving Toward Humanization in Education: Teacher Models in K-12 Settings"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:42:05Z"}