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Full-Text Articles in Education
Shifting To Critical Empathy: Exploring The Ideological Becoming Of Secondary Teachers During Critical, Dialogic Professional Development, Maria Mcsorley
The limited research concerning empathy within secondary education continues to focus on student empathy, rather than shifting the gaze to teacher empathy. Moreover, while teacher empathy is generally conceptualized as an innately positive quality, skill, or disposition, the research (while limited) suggests that empathy without deep understanding of social and structural inequity has demonstrated risk. Teachers who, for example, develop and express empathy across lines of difference without knowledge of systemic inequality (particularly about how inequity shows up in schools) have the potential to oversimplify or overidentify with an “other’s” experience (Boler, 1999). This can lead to the false confirmation …
“In Our Very Flesh, (R)Evolution”: An Exploration Of Secondary Education Teachers, Otherness, And Embodiment, Ryan Ambuter
In education, the proliferation of a mind/body dualism leaves the pedagogy of the body undertheorized, and its impact on education disregarded. While there is not an absence of research on the body within the field of education, what exists is limited in scope. Little has been written about the connections between teachers’ bodies, pedagogy, and politics at the level of secondary education.
This research specifically focuses on teachers who are visibly other, critically conscious of their bodies, and find power in their difference. The purpose of this study is to make meaning of the stories, experiences, and potential of teachers …