Teacher Empathy: A Prerequisite for an Inclusive Classroom

Makoelle, Tsediso

doi:10.1007/978-981-13-1179-6_43-1

Cited by 15 publications

(16 citation statements)

References 4 publications

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“…Student reflections gathered at the end of this semester-long activity provided evidence that our semester-long integration of a liberal arts curriculum on global perspectives and discussion and reflection of the book helped us to achieve inclusive pedagogy-related competencies. Students confidently wrote about their opinions on world affairs and global health, and their reflections provided examples of 1) open-mindedness, 2) empathetic listening, 3) resistance to stereotyping, and 4) deeper appreciation of empirical and ethical factors that may affect such issues (16)(17)(18)…”

Section: Resultsmentioning

confidence: 99%

Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

Pandey

Wisenden

Shegrud

2020

J Microbiol Biol Educ.

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Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy-related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World (2003), by Tracy Kidder. This semester-long effort allowed sufficient time for students to develop an understanding of global public health affairs and to reflect on their own role in this world as responsible citizens. A discussion around several sensitive issues emerged, such as the extent of their belief in faith versus science, their opinion on providing financial aid to developing countries versus addressing public health issues in their home country, stereotypes and how that may spread panic during a public-health emergency. The student essays provided evidence that activities were successful in 1) drawing out students' voices about world affairs, 2) teaching students to empathize with varied belief systems, 3) helping students develop a deeper appreciation of empirical and ethical factors that may affect such issues-all of which are key competencies for an inclusive classroom setting. We believe that the activities are flexible in structure and could be easily incorporated into a biology or liberal arts classroom setting to achieve inclusive pedagogy-related goals.

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Section: Resultsmentioning

confidence: 99%

Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

Pandey

Wisenden

Shegrud

2020

J Microbiol Biol Educ.

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“…The change in participants is marked by the development of empathetic understanding of the students we teach. It urges us to find time to improve the social relations and interactions with our students (McDonald and Messinger, 2011;Makoelle, 2019), even amidst the rush to fulfill the highly demanding institutional directives.…”

Section: Teacher Change: Walking Toward Equity Pedagogymentioning

confidence: 99%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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This study examines the conceptual basis of how teachers learn, including, importantly, how they learn to relate to social concerns of equity in their teaching, and makes this understanding experientially accessible using a live case of the “practical” (Schwab, 1969). The conceptual understanding emerges from questioning the assumptions behind the valorization in teacher education of “theory” over “practice” that has led to the “theory into practice”/“input–output” model of teacher education. An examination of the constraints posed by this monolithic model of teacher education to teacher learning, development, and change has provided the impetus to work toward a more pluralistic view of knowledge and the new understanding of the nature of teacher learning which ensues. This alternative formation, which is informed by insights from the sociocultural perspectives of Lev Vygotsky and Mikhail Bakhtin among others, has helped in constructing a view of teacher learning as taking shape in authentic social interaction in a “third space” through hybridization of diverse voices. Most importantly, the paper considers its implications for teacher education by abstracting from experience the nature of mediation that facilitates hybridization.

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“…Empathy and emotion regulation are two essential elements of interaction in any profession or organisation. Empathy has previously been studied in various professions, such as medical staff (Cunico et al, 2012;Hakansson et al, 2018;Petruccil et al, 2021), teachers (Wilson, 2020;Makoelle, 2019), and military professions (Roopa & Joseph, 2007;Cosmas & Kamarulzaman, 2021). Lack of empathy and emotion regulation may affect social interaction and understanding among workers within an organisation.…”

Section: Introductionmentioning

confidence: 99%

Psychological Applications and Trends 2022

2022

Psychological Applications and Trends

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The United Nations High Commissioner for Refugees (UNHCR) estimated that as of 2021 there were currently 84 million who have been forcibly displaced from their homes across the globe. The conflict in Ukraine has led to a further marked increase in these numbers. Mental health difficulties have been shown to be elevated in forcibly displaced people (including asylum seeking and refugee populations). Risk factors can be associated with events that occurred prior to, during, and after the migratory journey. Whilst there is recognition of the important impact that a history of traumatic events (e.g., torture, abuse and neglect) can have, social adversity in the form of 'daily stressors' (e.g., a lack of access to basic resources, isolation, lack of safety and security, family violence) is being increasingly recognised as an important determinant of the mental health of forcibly displaced people. Concerns have been raised about the potential medicalization of social adversity faced by displaced populations. There has also been a comparative lack of research investigating approaches that may be helpful for enhancing the quality of life and subjective wellbeing of forcibly displaced people. Psychosocial interventions and low-intensity psychological interventions can provide scalable opportunities for treating common mental disorders and promoting wellbeing. This presentation will focus on research studies that I have been involved in which have been undertaken in the EU and in sub-Saharan Africa to evaluate the efficacy of psychosocial interventions for forcibly displaced people. These projects have involved the linguistic and cultural adaptation of interventions and assessment measures. The implications that this research has for the integration of forcibly displaced people in the EU and beyond will be discussed. This will include a focus on conceptual frameworks that provide opportunities for situating determinants of mental health in the socio-political context in which forcibly displaced people live their lives, and not just risk-and protective-factors specific to the individual. BiographyProf. Ross White (PhD, DClinPsy) is a Professor of Clinical Psychology at Queen's University Belfast. He is an expert in Global Mental Health. He was lead editor of 'The Palgrave Handbook of Socio-cultural Perspectives on Global Mental Health'. Ross has research collaborations with the World Health Organization and United Nations High Commissioner for Refugees investigating the efficacy of psychosocial interventions for reducing distress experienced by refugees particularly in the context and/or aftermath of humanitarian crises. He also has an interest in the processes involved in the linguistic/cultural adaptation of psychological therapies. Ross is the Principal Investigator on the ESRC/AHRC funded Community-based Sociotherapy Adapted for Refugees (COSTAR) project that is evaluating a psychosocial intervention for Congolese refugees living in Uganda and Rwanda. Ross was a co-investigator on the EU Horizon2020 funded Refugee Emerg...

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Teacher Empathy: A Prerequisite for an Inclusive Classroom

Cited by 15 publications

References 4 publications

Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Psychological Applications and Trends 2022

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