Teachers' Perceptions and Experiences in Implementing an Empathy Development Curriculum

• In Event: Rethinking the Curriculum Toward Liberatory Peace Education

Abstract

In an action research study, the researcher and five teachers implemented a curriculum utilizing multicultural literature and critical discussion with third-grade students designed to support the development of empathy, particularly the element of perspective taking. Looking specifically at the lived experiences of the teachers, they reported that the literature was richer and more rewarding to work with than the basal reader, the critical questions were stimulating to both their students and their thinking, and despite workload challenges, they planned to continue to implement many of the stories and lessons independently the following year. Follow-up communication with the teachers found all five continuing to use the stories purposefully for social-emotional development two years after the study ended.

Author

• Linda Kim Gordon, FVI School of Nursing and Technology