Education continues to primarily focus on educator-directed traditional transactions of pre-determined knowledge and skills not necessarily equally accessible or transformational for all learners (Smith, 2018). In contrast, deeper learning required for transformation requires pedagogies that facilitate contextualised understandings of shared meanings. Optimal transformational learning requires thoughtful development of the self as an educator, deliberate planning of safe learning environments and pedagogical practice that enables critical thinking. A pedagogy of hospitality provides a relational and safe space, but also an intentionally welcoming and critical learning space that holistically nurtures learners. Pohl (1999) identifies that hospitality is not charity but shared humanity as pedagogy; hospitality is a form of justice that facilitates meaningful learning.

Five key outcomes of pedagogy as hospitality are discussed in this chapter: love; formation and transformation; intentional nurture; critical empowerment; and hope and justice.