Pedagogy of hope: global learning and the future of education

Global events such as the COVID-19 pandemic, the climate emergency campaigns and the Black Lives Matter movements have recently posed challenges for educationalists about their role, particularly in relation to promoting positive visions of the future. Development education and global learning has a major contribution to make within these agendas, particularly if it brings into its practices the ideas of Paulo Freire and his concept of the pedagogy of hope. Hope can often be considered an idealistic and utopian term, but if it is grounded in real life issues and challenges, then it can provide a valuable approach to learning about global issues. Recent examples in the UK and the initiative by UNESCO on Futures of Education demonstrate ways in which questions can be posed about the future of education that can be empowering to all learners.

Freirean hope as educational construct for teacher education in South Africa

This article argues that South African teacher education and development policy lack an explicit philosophy of education and corresponding pedagogy that promote transformation and equality. After an analysis of some works by Paulo Freire, it is argued that it is in a Freirean philosophy of education and in a pedagogy of hope that the praxis of teacher education establishes the notion of teachers as unfinished beings and agents of hope. This article offers an opportunity to imagine what Freire’s Pedagogy of hope (FREIRE, 1994) could contribute to the dialogue regarding the policy, gazetted in 2011 and revised in 2015, on the minimum requirements for teacher education qualifications in South Africa. The fundamental role that teacher education institutions can play in contributing to the transformation of education is defended, particularly if the philosophy of Freirean education and a pedagogy of hope are compromised. The article concludes with an attempt at re-orientation of teacher education policy.

Exemplary Educators Who Embrace a Teaching Philosophy Guided by a Pedagogy of Kindness

The purpose of this literature review was to explore scholarly and grey literature on teaching approaches to pedagogy in higher education, with a focus on the pedagogy of kindness. For the analysis, we reviewed six research reports from peer-reviewed journals on the pedagogy of kindness, three books written by acclaimed theorists on critical pedagogy and the pedagogy of hope, and seven articles from grey literature. The questions addressed were, what does the literature reveal are the effects of a pedagogy of kindness on the learning environment, and what are the outcomes for learners when educators embrace this teaching philosophy? Does the employ of kindness in teaching influence learners’ attitudes about issues surrounding social justice? Further, are there links between being an exemplary educator, teaching success, and the enactment of a pedagogy of kindness? In this paper, we examine emerging themes related to how this teaching philosophy impacts learners and the learning environment and the connection between a pedagogy of kindness and traits of exemplary educators. Finally, these themes guided a discussion on the implications for practice. In sum, the literature revealed that a teaching model based on a pedagogy of kindness enhances the performance of outstanding educators and increases their success in teaching. Moreover, this philosophy positively influences students, their learning environments, their educational achievements, and heightens their social consciousness.

Reflection on Covid 19 Educational Contexts, Pedagogy of Hope, Self-efficacy and Effort: University of Eswatini

Towards the end of 2019 the world experienced the Coronavirus disease (Covid 19) pandemic which affected operations of education systems. This reflective study examines how a lecturer and students built hope and self-efficacy under Covid 19 educational contexts. Self-efficacy–hopeful thinking model and Bernstein Framework were used in this study. The sample consisted of 515 students and 1 lecturer and it was sampled through purposeful stratified sampling. Data was collected through the lecturer’s self-reflection on his ability to build hope, self-efficacy to meet academic demands. The lecturer also observed students’ behaviours. The data was analysed through content analysis. Findings indicated that Covid 19 educational contexts mediated on students’ levels of hope, acadmic investment and created false impression that University academic year had been lost. Some students developed low level of self-efficacy belief which forced them to approach educational problems without conviction and hopeful thinking. The findings indicated that lecturer’s behaviour towards students contributed to the improvement of a high sense of self-efficacy belief and effort investment in their work. The lecturer maintained hopefullness and confidence among students. The study concluded that educational processes under the uncertainties of Covid 19 were paradigm shift for the lecturer and students’ academic life. It provided opportunities to transform and reconstruct pedagogical discourses in relation to Covid 19 educational contexts. It may be recommended that lecturers and others within institutions may be urged to reflect on Covid 19 educational challenges and embrace them rather than avoid them. Key words: Covid 19, Hope, Self-efficacy, Effort, Empathy

PEDAGOGÍA DE LA ESPERANZA DE PAULO FREIRE FRENTE A LOS ESPACIOS VIRTUALES DE APRENDIZAJE

The book entitled “A Pedagogy of Hope”, by Paulo Freire, summarizes his pedagogical viewpoints and coincides with the uprising of pedagogical proposals which have supported the use of technology in education through virtualization as part of globalization. In his work, Freire proposes several concerns dealing with the role of technology in education. Thus, it is vital to briefly explore the technology-based educational profile and, particularly, the virtual contexts of learning so as to establish the contrast between both proposals. Both trends are not likely to be regarded as complementary, as they both differ especially in terms of their objectives. Indeed, while Freire regards education as a tool for transforming people´s lives, globalizations views education as a vehicle to enhance production models.

Walking as a wandering ethic of (re)location: A public ‘pedagogy of hope’

This paper considers the public pedagogy of location in relation to walking. I walk and write withand from my compass orientated to the Freirean notion of a ‘pedagogy of hope’. Using an autoethnographic account of a local walk, walking is (re)presented and interpreted as a wanderingethic of (re)location. Temporal and spatial dimensions of my walking are revealed in the social,cultural and ecological context of the bushfires and the pandemic. Drawing from scholars whotheorize embodiment and the multiple natures of body~time~space, the inter and intra-actionswith/in ecologies are presenced in a sensory narrative. To consider walking as a wandering ethicof (re)location, it is argued that various temporal, spatial, material, historical and cultural dimensions are contingent within the context of change as evident in the aftermath of bushfires and thepandemic. What I examine is the inter-play in relation to what is present and otherwise absentwhilst walking that is interpreted as a ‘pedagogy of hope’ amidst the struggles and uncertaintiesof these times.