By Way of the Heart: Cultivating Empathy through Narrative Imagination

Autor/in	Dias, Dany
Titel	By Way of the Heart: Cultivating Empathy through Narrative Imagination
Quelle	In: LEARNing Landscapes, 16 (2023) 1, S.113-130 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Empathy; Teaching Methods; Personal Autonomy; Language Arts; English Teachers; Multicultural Education; Literature; Cultural Awareness; Case Studies; Grade 8; World Views; Student Attitudes; Global Approach; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Sprachkultur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Multikulturelle Erziehung; Literatur; Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study; School year 08; 8. Schuljahr; Schuljahr 08; World view; Weltanschauung; Schülerverhalten; Globales Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners' worldviews and shape their perceptions as global citizens through classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners' experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01