Educating teachers for Re-Empathy: learning from teachers’ problematisations about building disability-focused empathy at school

Abstract

This paper explores the problematisations of 59 pre-primary, primary and secondary school teachers in building disability-focused empathy at school. Thematic data analysis of semi-structured interviews, audio-taped discussions during their participation in a professional learning programme, and self-reflective diaries suggest that although participants had different understandings of how disability-focused empathy can be built at school, many of them initially viewed disability as a deficit and cultivated passive empathy. All teachers problematised about different conceptualizations of disability (e.g. as a social construct, a complex experience and a state of being), anti-oppressive pedagogies, and their connections with building active empathy and/or “empathy for inclusion”. The discussion builds on the theoretical framework of Disability Studies and draws the links with disability-focused anti-oppressive pedagogies and peace education to suggest a framework for educating teachers for Re-Empathy.