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

Journal article


Weber, Lauren Alexandra, Ryan, Mary and Khosronejadtoroghi, Maryam. (2024). Reflexive empathy as social relation : The case for contextualised professional learning. Discourse: studies in the cultural politics of education. 45(1), pp. 159-172. https://doi.org/10.1080/01596306.2023.2283700
AuthorsWeber, Lauren Alexandra, Ryan, Mary and Khosronejadtoroghi, Maryam
Abstract

This article conceptualises studies in professional learning through the novel lens of ‘reflexive empathy’. Reflexive empathy draws on Margaret Archer’s theory of reflexivity, and positions it as an enabler of empathy to support researchers’ approaches to providing contextualised, supportive professional learning for teachers who are involved in research studies. To argue this, we reflect on the results of a funded project, informed by Archerian reflexivity, which focused on improving writing in Australian primary schools. This article argues for the need to resist neoliberal approaches to professional learning by providing agentic, contextualised programs that value teachers’ individual emotional, social, and cognitive responses to their participation in research informed co-designed professional learning.

Keywordsreflexivity; empathy; co-design; elementary writing; teacher professional learning
Year01 Jan 2024
JournalDiscourse: studies in the cultural politics of education
Journal citation45 (1), pp. 159-172
PublisherRoutledge
ISSN0159-6306
Digital Object Identifier (DOI)https://doi.org/10.1080/01596306.2023.2283700
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/01596306.2023.2283700
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range159-172
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Open
Output statusPublished
Publication dates
Online20 Nov 2023
Publication process dates
Accepted2023
Deposited16 Aug 2024
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP190101033
Additional information

© 2023 The Author(s).

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any
medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which
this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

Funding: This work was supported by Australian Research Council: [Grant number DP190101033].

Place of publicationUnited Kingdom
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