My teaching philosophy is grounded in critical, decolonial, and anti-oppressive pedagogical traditions, drawing inspiration from scholars such as Bell Hooks, Paulo Freire, Maria Montessori, and Russel Botman. Paulo Freire has had the most profound influence on my pedagogical approach among these thinkers. In Pedagogy of the Oppressed (1970), Freire urges educators and learners alike to challenge and, indeed, dismantle, the colonial education model prevalent in traditional academic spaces. In this model, teachers are constructed as sole holders and distributors of knowledge, while students are positioned as passive recipients. Freire views this hierarchical dynamic as a process of dehumanisation.
The three pillars of my teaching philosophy are Conscientisation, Humanisation, and Hope. Conscientisation refers to the development of critical awareness about societal structures, encouraging individuals to question, reflect, and understand social problems within broader historical and systemic contexts. This process emphasises humility, curiosity, and ongoing learning, primarily facilitated through dialogue that values diverse perspectives and evolving knowledge. Humanisation, according to Paulo Freire, involves listening to the voices of the oppressed and promoting respect for cultural differences. It is rooted in the idea of creating a more just and equal society by confronting oppression, marginalisation, and inequality. Hope is linked to praxis, the combination of reflection and action aimed at transforming the world. Freire advocates for a collaborative educational environment where teachers and students learn from one another, critically engage with societal issues, and co-create knowledge. Classrooms should be spaces of dialogue, transformation, and social change. In my teaching practice, I intentionally reject this model. Instead, I aim to cultivate a classroom environment that humanises all participants and fosters co-learning. For me, teaching is not a unidirectional act of transferring information, but a dynamic process of mutual engagement. I do not claim to be an expert in all aspects of Sociology. Rather, teaching is learning in action, an ongoing exchange of experiences and knowledges among everyone in the learning space.
This approach to pedagogy recognises and values what each of us brings into the classroom. It also locates us within specific social, cultural, and historical contexts. Such humanising pedagogy is never static; it demands continuous reflection, adaptation, and responsiveness. As Freire poignantly asserts, "the struggle to be more fully human has already begun… [and] although the situation of oppression is a dehumanised and dehumanising totality affecting both the oppressors and those whom they oppress, it is the latter who must, from their stifled humanity, wage for both the struggle for a fuller humanity" (Freire, 1970).
I envision the classroom as a site for this collective struggle, one where conscientisation, humanisation, and hope are central to the teaching and learning process. I invite my students not only to engage with the curriculum but to see themselves as co-creators of knowledge in a shared journey toward deeper understanding and transformation.