ABSTRACT
In this chapter, the authors explore pedagogies utilized in elementary schools that are caring, supportive, and inclusive. They begin by examining their roles as teacher allies and advocates, like the teacher in the previous vignette, focusing on how to apply a lens of intersectionality to dismantle privileges and how to build expansive classroom norms. The authors discuss instructional dispositions and strategies that embrace and utilize the assets and resources of their students, families, and communities. They provide opportunities for students to tell personal stories. The authors also provide spaces and opportunities for students to make authentic connections to the curriculum and to one another. They explore several humanizing pedagogical approaches and apply these approaches to an analysis of various practitioner stories.
