Creating an Inclusive Student-Centred Classroom in Feminist Ethic of Care Pedagogy By Building Community through Music in Home Languages

Navigating the occupational hazards inherent a feminist ethics of care pedagogy presents opportunities for thoughtful consideration. Making informed decisions on critical moral matters is significantly pertinent in today's educational landscape and teaching climate. Universities encompass diverse representation, necessitating an inclusive, student-centred pedagogy that nurtures a sense of belonging amidst educational transformations and decolonization efforts. Gen Z students, like their predecessors, often grapple with identity and role confusion in their initial four years of university. Some students also confront personal identity issues covered in the course curriculum, which influence classroom discussions and the overall learning experience. Consequently, effective teaching extends beyond subject matter expertise, encompassing a pedagogy that acknowledges students' personal challenges and allows them to address these at their own pace. An activist curriculum challenging gender norm, heteronormativity and the dominance of Euro-American centric perspectives that seeks to reshape learning environments, prioritize Afrocentric learning, and reinforces communal connections requires practical wisdom to inspire learning, unlearning, and relearning about oneself, the world, and society. This paper outlines a pedagogy centred on authenticity, belonging, and community through music. By leveraging music as a teaching tool, educators can sensitively navigate introducing curriculum topics in collaboration with students, fostering their active participation in the learning process. Moreover, Gen Z students are already engaging in such music and when invited bring music and dance into the classroom in their languages of choice. Thus, the paper offers a pedagogy to help educators navigate complex material and relational difficulties in the classroom to mitigate the occupational hazards associated with a feminist ethic of care pedagogy in an activist curriculum that is situated in decolonial theory. Ultimately, this pedagogy facilitates student learning, the exploration of personal challenges, and active classroom engagement in the home language by fostering an understanding of their own experiences and those of others.