Applied Learning for Empathy
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This study examined how applying social justice concepts through cross-cultural student interactions and activities could promote empathy and reduce prejudice. Students created social justice standards and activities, and data was collected through focus groups and empathy surveys. The data showed an increase in students reporting they would feel empathy and compassion for others. The researchers recommend further collaboration between different student groups to discuss social justice and hard topics to continue developing understanding and acceptance.
Applied Learning for Empathy
- 2. Taking Social Justice Conversations to the Next Level With Applied Learning Dr.Nicole Waid Dr.Lee Graham
- 3. Premise of the Study ● To combat messages promulgated in fake news stories, higher education faculty from various parts of the United States have planned cross-cultural student interaction in order to purposefully create instructional designs that focus on empathy and acceptance of “the Other” (Sandhu, D. S., & Brown, 1996; Davis, 2004). ● Students created and evaluated social justice standards and recommended activities and games for reducing hate language and prejudice. ● Data was collected through focus group data and the Toronto Empathy Scale (Spreng, Kinnon, Mar, & Levine, 2009). Word count frequencies and student narratives were analyzed (Saldana, 2015). ● The data was cross-analyzed and triangulated through the conceptual framework of social justice (Friere, 1993) and recommendations will be made for intentional inclusion of social justice in primary, secondary and tertiary higher education environments.
- 4. What is culture? Geographical orientation (rural, urban, Country or Region of Origin) Interest Identity (gamer, reader, cosplay, writer, comics, drawing, skateboarding, etc.) Gender Identity (Trans-boy; Trans-girl; Non-binary (NB); Queer; Questioning) Sexual Identity (Lesbian, Gay, Bisexual, Pansexual) Spiritual Identity (Protestant, Catholic, Muslim, Jewish, etc) Differently Abled Identity (Deafness, Blindness, ADHD, Autism, etc.) Intersectionality
- 5. Powerful Aspects of cultural Narratives 1. Common focus with an invitation to share individual perspectives. 2. Inviting and encouraging students to share with each other in order to create a “meta” understanding within the group/classroom 3. Acceptance and inclusion of individual family, home, geographic and identity cultures
- 6. We Posit that: inviting students to bring their own perspectives into content-oriented standards and sharing these perspectives with others through content-oriented work enhances empathy in the classroom.
- 7. Powerful Narratives Treyvon Martin LGBTQQI+ School Situations
- 8. TES Results From Students Trends: Always & usually showing empathy for others: ● Shift from sixty-two percent to seventy-seven percent would feel excited when others are excited. ● Unlike in pretest response teachers indicate that they would always or usually feel compassion for those who caused their own serious illness. ● Primarily consistent in their response to other peoples’ misfortunes. They will only sometimes, rarely or never feel empathy in these cases.
- 10. Qualitative Analysis The researchers recommend: ● Collaboration between rural and inner city classrooms should examine differing definitions and application of social justice ● Discussion of hard topics ○ Narratives concerning sources and consequences of others’ misfortune should include today’s crimes such as those which occurred at the Tree of Life Synagogue, Pulse Nightclub, and School Shootings.
- 11. Discussion ● Unanswered questions ● Recommendations for clarification ● Suggestions for further research