Students and educators are constrained from finding meaning in the current educational system as a result of the tension between educators' pedagogical practices and systemic constraints, such as high-stakes standardized tests and district-mandated instructional curriculum. Such restrictive educational policies limit educators from developing humanistic approaches. Educational scholars call on schools to move away from one-size-fits-all paradigms and instead focus on humane approaches such a humanizing pedagogy. Educators orienting toward a humanizing pedagogy heed the call of Paulo Freire (1970), who laments the state of dehumanization in education and asserts that "the only effective instrument in the process of re-humanization is humanizing pedagogy." A humanizing pedagogy is crucial for both teacher and student success and critical for the academic and social resiliency of students. Given that current U.S. educational policy is dominated by standardized and technical approaches to schooling that reinforce assimilationist notions and dehumanize students of color, this review of literature examines Freire's conceptualization of "humanization," "pedagogy," and "humanizing pedagogy" as a counterpractice to dehumanization in education. Moreover, this article synthesizes the conceptual and empirical literature on humanizing pedagogy from Paulo Freire and other humanizing pedagogues across the globe. This literature--when synthesized--suggests that the philosophical, theoretical, and operational foundations of humanizing pedagogy can be delineated into five essential tenets and 10 principles and practices for humanization in education. The article concludes with a call for the moral responsibility of educators to humanize pedagogy and an appeal for studies that engage the voices of the oppressed as central to humanization in education.