Exploring Traces of Humanising Pedagogy in South African TVET Colleges: A Transformative Approach

Ezekiel Majola; Makhosi Madimabe-Mofokeng

doi:10.25159/2312-3540/19130

Authors

Ezekiel Majola Nelson Mandela University https://orcid.org/0000-0002-5887-7134
Makhosi Madimabe-Mofokeng Nelson Mandela University https://orcid.org/0000-0001-7002-142X

DOI:

https://doi.org/10.25159/2312-3540/19130

Keywords:

Exploratory Case Study, Reflective Methodology, Freirean Pedagogy, Student Inclusion, Student-Centered Instruction, TVET, Humanising Pedagogy

Abstract

Humanising pedagogy (HP) offers a transformative framework for addressing deeply entrenched challenges in South Africa’s Technical and Vocational Education and Training (TVET) colleges, particularly in fostering student inclusion and rethinking lecturer-centred instructional practices. This exploratory qualitative study investigates the perspectives of six TVET lecturers and fifteen students across two Eastern Cape colleges, examining both the possibilities and limitations of embedding HP in teaching and learning. Guided by a Freirean theoretical lens, data were generated through reflective dialogues with lecturers and learning cycle group meetings with students, which provided structured spaces for dialogical reflection and shared meaning-making. The findings reveal a complex interplay between the aspirational ideals of HP and the systemic constraints faced by lecturers and students. While participants recognised HP’s potential to promote inclusive, student-centred pedagogies, institutional barriers such as rigid curricula and limited professional development hinder its broader implementation. The study underscores the importance of professional learning initiatives that equip lecturers with strategies for fostering critical engagement and social justice in TVET education. By incorporating both lecturer and student voices, this research contributes to the discourse on humanising pedagogy and highlights the need for institutional and policy reforms that support reflective practices and student agency in shaping educational experiences.

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