Abstract:

This study explores humanizing pedagogy through the narratives of fourth year pre-service teachers in South African higher education institutions. It focuses on how their experiences shape understandings of supportive classroom environments and culturally sensitive teaching practices. The research examines how these narratives highlight both opportunities and challenges in fostering inclusive and respectful learning spaces. Ultimately, the study emphasizes the importance of humanizing pedagogy in promoting culturally responsive and student-centered education. Qualitative method Approach to explore academic, social, and cultural dimensional of their journeys. Initially framed by a qualitative design the study has evolved to incorporate semi-structured interviews and narrative analysis, enabling a deeper exploration of students lived experiences. By analyzing personal narratives, the research highlights themes such as resilience, identity formation, and the influence of institutional culture on student development. The study employs storytelling as a methodological and analytical tool to bridge the gap between individual agencies and systemic factors in higher education. The findings contribute to understanding the nuanced experiences of students within the South Africa context, offering valuable insights for fostering inclusive, culturally responsive, and supportive educational environments. This paper emphasizes the potential of narrative-based approaches to inform policies and practices that prioritize student well-being and success.

Keywords:

Humanizing pedagogy, Teacher narratives, classroom environments, cultural sensitivity, inclusive education