A pedagogy of vulnerability: Its relevance to diversity teaching and ‘humanising’ higher education

Abstract

This paper attempts to unpack and propose an alternative to a frequent resistance towards generating discussion and exploration of uncomfortable or controversial topics within university teaching, in conjunction with encouraging academics to experiment with modelling authentic and courageous dialogues when addressing topics focussing on diversity, difference and intersectionality in the classroom. It presents reflections on adopting a ‘pedagogy of vulnerability’ in teaching and learning within higher education which dismantles the hierarchical dynamics of power between educators and learners. Via cultivating a co-learner stance for pursuing knowledge and wisdom, an activist motivation towards addressing matters of identity and social justice emerges. The qualities and practices of the vulnerable educator are described alongside their positive impact upon student participation, empowerment and engagement without ignoring the challenges and pitfalls of such approach in the context of institutional politics. Using the example of its application within teaching a counselling and psychotherapy degree at a university setting, it concludes with insights and a vision for its role in serving a more humane and relational higher education and an invitation for considering such a pedagogic approach in the context of different disciplines.