Reflexive Empathy as Social Relation: The Case for Contextualised Professional Learning
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| Title: | Reflexive Empathy as Social Relation: The Case for Contextualised Professional Learning |
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| Language: | English |
| Authors: | Lauren Alexandra Weber (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2024 45(1):159-172. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Reflection, Empathy, Elementary School Teachers, Writing Teachers, Writing Instruction, Resistance (Psychology), Neoliberalism, Teacher Response, Altruism, Faculty Development, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/01596306.2023.2283700 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | This article conceptualises studies in professional learning through the novel lens of 'reflexive empathy'. Reflexive empathy draws on Margaret Archer's theory of reflexivity, and positions it as an enabler of empathy to support researchers' approaches to providing contextualised, supportive professional learning for teachers who are involved in research studies. To argue this, we reflect on the results of a funded project, informed by Archerian reflexivity, which focused on improving writing in Australian primary schools. This article argues for the need to resist neoliberal approaches to professional learning by providing agentic, contextualised programs that value teachers' individual emotional, social, and cognitive responses to their participation in research informed co-designed professional learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408874 |
| Database: | ERIC |
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| Abstract: | This article conceptualises studies in professional learning through the novel lens of 'reflexive empathy'. Reflexive empathy draws on Margaret Archer's theory of reflexivity, and positions it as an enabler of empathy to support researchers' approaches to providing contextualised, supportive professional learning for teachers who are involved in research studies. To argue this, we reflect on the results of a funded project, informed by Archerian reflexivity, which focused on improving writing in Australian primary schools. This article argues for the need to resist neoliberal approaches to professional learning by providing agentic, contextualised programs that value teachers' individual emotional, social, and cognitive responses to their participation in research informed co-designed professional learning. |
|---|---|
| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2023.2283700 |
