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Critical imaginaries of empathy in teaching and learning about diversity in teacher education

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dc.contributor.author Neary, Aoife
dc.date.accessioned 2020-03-04T14:24:06Z
dc.date.issued 2019
dc.identifier.issn 1047-6210
dc.identifier.uri http://hdl.handle.net/10344/8592
dc.description peer-reviewed en_US
dc.description.abstract ‘Difficult’ or potentially discomforting diversity topics and critical, unsettling pedagogies often induce resistances or charges of ‘irrelevance’ in teacher education contexts. In teaching with these topics and pedagogies, there is often a significant emphasis on fostering and utilising the process of empathy in productive ways to change attitudes and reduce social injustices. Drawing on a selection of illustrative accounts from three qualitative studies in schools in Ireland, interwoven with media commentary and some personal catalytic reflections, this paper explores (a) how an emphasis on empathy is not without its limits and restrictive effects in teacher education and (b) the generative possibilities yielded by situating empathy within a queer pedagogy of emotion. This paper’s close attention to and illustration of the limits of empathy within the context of teaching about gender and sexuality diversity opens a new consideration of empathy within a queer pedagogy of emotion and considers the broader potential of this for teaching about diversity in teacher education. Ultimately, this paper advances an argument for a constant watchfulness about how we are responding to diversity dilemmas in teacher education on the premise that such attention can yield new pedagogical imaginaries and possibilities. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Teaching Education;
dc.relation.uri https://doi.org/10.1080/10476210.2019.1649648
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Teaching Education 2019 copyright Taylor & Francis, available online at: https://doi.org/10.1080/10476210.2019.1649648 en_US
dc.subject bisexual en_US
dc.subject gay en_US
dc.subject lesbian en_US
dc.subject queer (LGBTQ) en_US
dc.subject transgender en_US
dc.title Critical imaginaries of empathy in teaching and learning about diversity in teacher education en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-03-04T14:11:21Z
dc.identifier.doi 10.1080/10476210.2019.1649648
dc.date.embargoEndDate 2021-02-20
dc.embargo.terms 2021-02-20 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2926238
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Teaching Education
dc.description.status peer-reviewed


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