Abstract
There is an urgent need internationally to humanize education as an antidote to the pervasive drift toward a dehumanizing standardization, including in literacy education. In this essay, I build on Dorothy Heathcote's visionary pedagogy as I develop an argument for why dramatic inquiry pedagogy should be documented, theorized, and researched in ways that recognize its complexity, its humanizing approach to language and literacy teaching and learning, and its transformative potential in every classroom.
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