| 1. |
- Barton, Georgina, et al.
(författare)
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Theorising compassion and empathy in educational contexts: What are compassion and empathy and why are they important?
- 2019
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Ingår i: Compassion and Empathy in Educational Contexts. Barton G., Garvis S. (red.). - Cham : Palgrave. - 9783030189242 ; , s. 3-14
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Bokkapitel (refereegranskat)abstract
- Compassion and empathy are important attributes in supporting social and cultural cohesion, yet there is limited research on how we can teach compassion and empathy in schools. Similarly, it is important to show compassion and empathy towards teachers in supporting their everyday work in a complex world. This chapter therefore shares past research that has explored how researchers have analysed various features of learning and teaching compassion and empathy. This includes a number of models of compassion and empathy. It will also outline the contributions to this book.
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| 2. |
- Garvis, Susanne, 1981, et al.
(författare)
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Towards a test driven early childhood education: Alternative practices to testing children
- 2019
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Ingår i: Compassion and Empathy in Educational Contexts. - Cham : Springer. - 9783030189242 ; , s. 61-77
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Bokkapitel (refereegranskat)abstract
- In 2012, the Organisation for Economic Co-operation and Development (OECD) proposed an assessment for early learning outcomes known as the International Early Learning and Child Well-Being Study (IELS). The assessment, dubbed ‘baby PISA,’ will explore the learning and well-being of five-year-olds. Worryingly, early childhood educators, researchers and scholars were given little consultation about the project and fear the potential problems if ‘baby PISA’ takes hold across the world. Scholars have argued that the standardisation of early childhood would lead to more academic drills, tests and the loss of child choice, hands-on activities, less play and developmentally meaningful learning. And also a fear that it will change the nature of early childhood education as we currently know it. This chapter will explore the current debates about baby PISA, contrasting it with some of the critique directed towards PISA assessment for 15-year-olds. The perspective of teacher in the form of personal narratives will provide new realities for understanding the contextual and cultural contexts. Teacher voices are yet to be clearly heard within the baby PISA debate. As authors, we write from a Swedish perspective. The chapter will conclude with alternative ways of supporting children’s well-being, advocating the need for supporting all children in meaningful ways. This includes practices that are cultural and contextually specific to support the diversity and individual needs of all children.
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| 3. |
- Uusimäki, Liisa, 1959, et al.
(författare)
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Understanding ethics of care
- 2019
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Ingår i: Compassion and Empathy in Education Contexts. Barton G., Garvis S. (red.). - Cham : Palgrave. - 9783030189242 ; , s. 231-246
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Bokkapitel (refereegranskat)abstract
- This chapter explores compassion and ethics of care by investigating the main challenge Swedish teachers at all levels encounter. High levels of stress occur when Swedish teachers are expected to support the growing number of students with mental health challenges. According to Socialstyrelsen (Utvecklingen av Psykisk Ohälsa bland Barn och Unga Vuxna, 2016) approximately 10% of Swedish children under 18 suffer from some form of mental health disorder. Through their training, many Swedish classrooms are not provided the necessary skills to care for students with mental health disorders and it is one reason why many teachers experience stress and are leaving the profession. The realities of stress and high burnout rates among classroom teaching staff, the continuous government reforms and lack of support together with a lack of student health and welfare support staff in Sweden are indicative of a school system under stress. This chapter therefore offers an alternative response to supporting teachers during a sense of stress through compassion and ethics of care. Such an approach, it will be argued, can be a way to alleviate and support self-care while supporting students in their wellbeing.
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