Educating teachers for Re-Empathy: learning from teachers' problematisations about building disability-focused empathy at school.
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| Title: | Educating teachers for Re-Empathy: learning from teachers' problematisations about building disability-focused empathy at school. |
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| Authors: | Symeonidou, Simoni |
| Source: | Educational Review. May2026, Vol. 78 Issue 4, p542-560. 19p. |
| Subjects: | Teacher education, Disabilities, Semi-structured interviews, Empathy, Social constructionism |
| Abstract: | This paper explores the problematisations of 59 pre-primary, primary and secondary school teachers in building disability-focused empathy at school. Thematic data analysis of semi-structured interviews, audio-taped discussions during their participation in a professional learning programme, and self-reflective diaries suggest that although participants had different understandings of how disability-focused empathy can be built at school, many of them initially viewed disability as a deficit and cultivated passive empathy. All teachers problematised about different conceptualizations of disability (e.g. as a social construct, a complex experience and a state of being), anti-oppressive pedagogies, and their connections with building active empathy and/or "empathy for inclusion". The discussion builds on the theoretical framework of Disability Studies and draws the links with disability-focused anti-oppressive pedagogies and peace education to suggest a framework for educating teachers for Re-Empathy. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This paper explores the problematisations of 59 pre-primary, primary and secondary school teachers in building disability-focused empathy at school. Thematic data analysis of semi-structured interviews, audio-taped discussions during their participation in a professional learning programme, and self-reflective diaries suggest that although participants had different understandings of how disability-focused empathy can be built at school, many of them initially viewed disability as a deficit and cultivated passive empathy. All teachers problematised about different conceptualizations of disability (e.g. as a social construct, a complex experience and a state of being), anti-oppressive pedagogies, and their connections with building active empathy and/or "empathy for inclusion". The discussion builds on the theoretical framework of Disability Studies and draws the links with disability-focused anti-oppressive pedagogies and peace education to suggest a framework for educating teachers for Re-Empathy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2025.2485450 |
