Pedagogies of discomfort and empathy in multicultural teacher education

Zembylas, Michalinos; Papamichael, Elena

doi:10.1080/14675986.2017.1288448

Cited by 85 publications

(55 citation statements)

References 37 publications

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“…Attention to a wider emotional spectrum can also be found in contemporary critical pedagogical perspectives, especially those that draw on feminist, queer, and other critical theories, which also contribute to an explicitly sociopolitical and transformative agenda. Here, too, precise definitions are elusive because this affective scholarship resists dichotomies and rejects stability while also embracing complexity and dynamism (see overviews in Benesch, , ; Zembylas & Papamichael, ). Broadly speaking, this work obligates itself to turn a steady gaze upon the emotional tensions between and within individuals and their communicative spaces.…”

Section: Emotions and Elephantsmentioning

confidence: 99%

“…There is also an ever‐present determination that not only can the world be better, it must be better. For educators, this opens up space for a pedagogy of hope (Freire, ), a pedagogy of pain (Ennser–Kananen, ), a pedagogy of discomfort and empathy (Zembylas & Papamichael, ), and a pedagogy of love (Darder, ). These transformative aims offer a critical bridge between emotion and learning and between emotion and language: “The emotional life is profoundly influential in the education of the whole person because it is in and through emotional experiences that we develop the unity and action (both individually and socially)” (Goodson & Gill, , pp.…”

Section: Emotions and Elephantsmentioning

confidence: 99%

See 1 more Smart Citation

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Prior

2019

The Modern Language Journal

135

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Section: Emotions and Elephantsmentioning

confidence: 99%

Section: Emotions and Elephantsmentioning

confidence: 99%

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Prior

2019

The Modern Language Journal

135

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“…«Pedagogy of discomfort» (Boler 1999;Boler & Zembylas 2003) er utviklet og anvendt i forsøk på å engasjere elever, laererstudenter og laerere i arbeid med forskjeller og maktforhold (se f.eks. De Freitas & McAuley 2008;Cutri & Whiting, 2015;Zembylas 2010;Zembylas & Papamichael 2017). Perspektivene springer ut fra ulike antidiskriminerende og antirasistiske tradisjoner som vektlegger arbeid for «social justice» i brei forstand.…”

Section: Innledningunclassified

“…Utgangspunktet var en antakelse om at «ubehagelige følelser» er viktige i arbeidet med «å utfordre etablerte oppfatninger, sosiale vaner og normative praksiser, som opprettholder stereotypier og sosial urettferdighet, ved å skape åpninger for empati og forandring» (Zembylas & Papamichael 2017, s. 3, min oversettelse). Målet er, skriver Zembylas & Papamichael (2017), som blant annet drøfter hvordan ubehagets pedagogikk kan anvendes i flerkulturell laererutdanning, «å avdekke og stille spørsmål ved dypt integrerte emosjonelle dimensjoner som rammer inn og former daglige vaner, rutiner og ubevisst medvirkning til å opprettholde maktforhold» (s. 3, min oversettelse). En helt sentral tanke er at ubehag kan forstås som en ressurs, og at det kan vaere viktig i antirasistisk og antidiskriminerende undervisning å motstå fristelsen til å unngå ambivalens og ubehag.…”

Section: Ubehagets Pedagogikkunclassified

«Ubehagets pedagogikk» – en inngang til kritisk refleksjon og inkluderende undervisning?

Røthing¹

2019

FLEKS

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“Pedagogy of discomfort” was first introduced by Boler in 1999 as a teaching practice that invites educators and students to engage in critical inquiry regarding values and norms, and to examine constructed self-images and perceptions of others (1999, p. 177). The concept has later been further developed by Boler and Zembylas (2003) as a pedagogical framework to engage students and teachers with issues of difference, race and social justice by challenging their emotional comfort zones. This pedagogical approach is grounded in the assumption that discomforting emotions are important in challenging dominant beliefs, social habits and normative practices that sustain stereotypes and social injustice and in creating openings for empathy and transformation. (Zembylas & Papamichael, 2017, p. 3). This article explores how pedagogy of discomfort may contribute to critical reflections and inclusive education, by asking what educators may gain from dwelling with discomfort rather than trying to escape it. I argue that discomfort may function as an approach to critical reflections and new knowledge, and a resource for transformation, not as something to fear and avoid. However, the ideas of pedagogy of discomfort have raised concerns for what might happen when students are challenged and become uncomfortable in educational settings. One might argue that the concept of “classroom safety” could imply that educators first and foremost should offer comfort in classrooms. My main interest in this article is what educators may gain from engaging with discomfort as a resource for critical reflections and inclusive education.

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“…In developing cultural sensitivity among teachers, Savva (2017) discovered the importance of focusing on teachers' feelings of discomfort in their own experiences of exclusion and in their experiences of learning a new language through an immersion strategy in a foreign context. In their workshops for in-service teachers, Zembylas and Papamichael (2017) discovered the strength of a pedagogy that combines discomfort and empathy.…”

Section: Teachers' Intercultural Developmentmentioning

confidence: 99%

New immigrants. An incentive for intercultural education?

Leeman

Koeven

2018

Education Inquiry

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This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master's programme that focused on "education for refugees". In the Netherlands master's programmes in education qualify inservice teachers to contribute to school development, together with giving them a specialisation in a specific topic. The findings were based on the teachers' written work, and interviews with the teacher educators. They show that the intercultural professional identity of the teachers was developed by a combination of pedagogical approaches. These include the following: new knowledge from an inclusive intercultural perspective, critical socio-cultural self-examination, real encounters with newly-arrived refugees, and a reflective, intervention-based approach to professional learning and curriculum renewal. The intervention-based approach turned out to be the most important for the teachers' agency in intercultural school development. The challenges experienced concern mono-cultural practices in mainstream education for refugees, together with the dominance of an instrumentalist approach to teaching and learning. Windesheim University is a large university of professional studies situated in a medium-sized city in the east of the Netherlands. The department of education of this university includes educational research and teacher education (ba and ma). Over 500 students study for a master's degree. The 19 specialisations offered vary from learning & innovation to religious education and education for newcomers. The University of Humanistic Studies is a small university situated in one of the major cities of the Netherlands.

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Pedagogies of discomfort and empathy in multicultural teacher education

Cited by 85 publications

References 37 publications

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

«Ubehagets pedagogikk» – en inngang til kritisk refleksjon og inkluderende undervisning?

New immigrants. An incentive for intercultural education?

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