‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning

Wilson, Kim; Dutton, Janet; Hitches, Elizabeth

doi:10.1080/19415257.2021.2011772

Cited by 5 publications

(1 citation statement)

References 37 publications

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“…Therefore, generation of positive affect is a key consideration (Dullstein 2013). Where selfaccountability is prioritised over group accountability, where practitioner-led forms of inquiry are allowed to flourish and create innovative reflexive practices (Wilson, Dutton, and Hitches 2021), these approaches may go some way to reducing negative affect because they reduce the risk of external judgment (Zahavi 2015). Sharing, recognising and celebrating progress in enjoyable ways can also support positive affect and, therefore, positive empathic connections.…”

Section: ) Support To Create a Shared Perceptual Field For Developmen...mentioning

confidence: 99%

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Campbell

2022

Journal of Education for Teaching

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Empathy is a form of perception in which individuals access the perspectives of others about the world in order to build knowledge about it. It is also a source of self-knowledge because, as a consequence of learning how others see us, we can regulate and refine how we see ourselves. Empathy is, therefore, an important capacity through which social cohesion is created. The aim of this paper is to consider the role of professional empathy between teachers when they engage in collective professional development activities, recognising that fear of the critical gaze and the potential for shame can inhibit participation. In order to do this, phenomenological ideas in relation to the formation of social bonds and empathy are explored. Ideas of professional visibility as a form of vulnerability are also examined. This paper explores the importance of professional empathy then posits the need for it to promote effective collective teacher development. A framework for enabling a culture of professional empathy in support of teacher professional growth is offered that highlights the need for three simultaneous forms of engagement; the collective, the interpersonal and the individual.

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Section: ) Support To Create a Shared Perceptual Field For Developmen...mentioning

confidence: 99%

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Campbell

2022

Journal of Education for Teaching

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Drama pedagogy: subverting and remaking learning in the thirdspace

Dutton

Rushton

2022

AJLL

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This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students.

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Reflexive empathy as social relation: the case for contextualised professional learning

Weber,

Ryan,

Khosronejad

2023

Discourse: Studies in the Cultural Politics of Education

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‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning

Cited by 5 publications

References 37 publications

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Drama pedagogy: subverting and remaking learning in the thirdspace

Reflexive empathy as social relation: the case for contextualised professional learning

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