Building the foundation: Increasing the capacity for critical empathy in co‐curricular leadership programs

Waxstein, Katherine; Cooper, Ashton R.

doi:10.1002/yd.20545

Cited by 2 publications

(1 citation statement)

References 20 publications

(36 reference statements)

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“…While not explicitly stated, effective implementation of place-based education in social studies depends upon the level of empathy that students can demonstrate when engaging in local history research. Waxstein and Cooper (2023) assert that "empathy not situated in the collective good can be especially problematic" (pp. 84-85).…”

Section: Place-based Education and Historical Empathymentioning

confidence: 99%

They Were Here: A Study on High School Students’ Engagement in Historical Empathy With a Local History Research Project

Perrotta,

Hochuli,

Hickson

et al. 2024

The Journal of Social Studies Research

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In this study, we explored how high school students’ participation in a local history research project about a historically Black cemetery in the Southeast United States contributed to their demonstration of historical empathy. Major findings show that students displayed historical empathy in research activities that occur beyond the traditional classroom through their examination of perspectives concerning representations of race and diversity in the social studies curriculum, the historical contexts about the impact of enslavement and Jim Crow segregation in their community, and affective connections they made to their identities as citizens. We recommend that future studies focus on how social studies teachers, community organizations, and other educational providers can collaborate to promote historical empathy in and outside of schools with equity frameworks and curricular initiatives such as the National Council for the Social Studies College, Career, and Civic Life (C3) Framework.

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Section: Place-based Education and Historical Empathymentioning

confidence: 99%

They Were Here: A Study on High School Students’ Engagement in Historical Empathy With a Local History Research Project

Perrotta,

Hochuli,

Hickson

et al. 2024

The Journal of Social Studies Research

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Lessons From Myles Horton and the Highlander Folk School

Cooper

2024

Supporting Activist Practices in Education

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This chapter explores developing critical empathy through transformational leadership as pedagogy. Using the example of Myles Horton and the Highlander Folk School (HFS), the author expands Sergiovanni's (1998) pedagogy as leadership by combining social justice-oriented leadership models with an understanding of critical empathy. This demonstrates how educators can foster social change in all learning contexts. Pedagogical leadership, or as it will be discussed in this chapter; leadership as pedagogy, provides a break from traditional (i.e., White) forms of leadership in educational contexts and instead strives to develop human capital among students and educators alike.

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Building the foundation: Increasing the capacity for critical empathy in co‐curricular leadership programs

Cited by 2 publications

References 20 publications

They Were Here: A Study on High School Students’ Engagement in Historical Empathy With a Local History Research Project

They Were Here: A Study on High School Students’ Engagement in Historical Empathy With a Local History Research Project

Lessons From Myles Horton and the Highlander Folk School

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