The panel’s aim is to debate about the role of critical and transformative pedagogy in higher education, with a specific focus on praxis in highly diverse classrooms. We will discuss how various pedagogical approaches based on epistemological and theoretical princioles rooted in the tradition of critical and transformative pedagogy can be used in the classroom by teachers and students to promote emancipatory goals and advance human rights and social justice. We will engage with various fields, ranging from educational sciences (including human rights, anti-racist and intercultural approaches) to social sciences, the humanities and arts.

The authors of the panel come from different disciplines, and although most of them are based presently in Canada, their countries of origin and perspectives, as well as their areas of research and praxis will focus on at least 4 countries: Canada, Sweden, Italy, and Brazil. Moreover, a comparison of theories, methods, and praxis in three main geographical areas (Europe, North America and Latin America) will be address to furhter understand how our work can benefit from developments in other contexts. 

Justification: Today, universities have become increasingly diverse, with students from different socio- demographic backgrounds, countries, and visible and invisible dis/abilities. In response to these developments, there has been an increased focus on making higher education pedagogical practices more inclusive for all students involved in the learning process. Reflections on equality, non- discrimination and inclusiveness have been particularly pressing in countries dealing with a colonial past. In the Americas, Australia and the United Kingdom for instance, there has been a great push for more inclusive curricula as well as more representation of indigenous and non- white communities. Despite these developments, however, most academic institutions, especially in Europe, are still far from developing comprehensively inclusive curricula and teaching strategies that address the challenges of instructors and students interacting in highly diverse classes, where diversity becomes manifested through intersecting expressions of class, gender, race, ethnicity, religious affiliations, nationality, sexual orientation and/or abilities. As such, we understand diversity not only as numeric representation and equal treatment, but as a much broader orientation that allows teachers and students to reflect together about how education systems can better incorporate their rich and situated perspectives and experiences. 

We rely on the UNESCO’s definition of transformative pedagogies which is inspired by the work of Paulo Freire and other pedagogists who have further developed his theories and methods. According to the UNESCO (2017), transformative pedagogy is an “innovative pedagogical approach that empowers learners to critically examine their contexts, beliefs, values, knowledge and attitudes with the goal of developing spaces for self-reflection, appreciation of diversity and critical thinking” (p.4). Moreover, these aims are “realised when learning goes beyond the mind and connects hearts and actions, transforming knowledge, attitudes and skills” (ib.)

Building on the tradition of critical pedagogy, this panel will discuss different innovative activities the authors have used in their teaching practices to decentralize traditional education, to engage students, and develop new pedagogical inclusive practices.

Moreover, the panelists will engage with a variety of approaches that engage with the learners holistically, and which include anti-racist, decolonial, feminist, and intersectional epistemologies, theories and methodological perspectives. Some authors will discuss their experiences using creativity in their teaching (novel, dance, music etc.). While a significant proportion of the literature in critical pedagogy contributes to advancing theoretical and analytical reflections on how to make classes more inclusive, our panel will contribute to current debates by discussing practical and ethical ways in which critical and transformative  pedagogy can be effectively used to empower teachers and students and to assist them in developing more equal, democratic, and inclusive educational institutions. 

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