TY - JOUR
T1 - Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy
AU - Gibson, S
AU - Cook-Sather, A
PY - 2020/4/9
Y1 - 2020/4/9
N2 - Despite changes prompted by global legalisation and policy developments for social
justice and inclusion, many institutions of higher education remain driven by neoliberal values, an endemic culture of performativity, and an emphasis on individual
success. These phenomena inform, disfigure, and invert inclusion and equality in
policy, practice, and outcome. In response, we propose politicised compassion
fostered through pedagogical partnership as a political and social justice reaction to
the status quo. This paper explores this proposal, grounding it in international
research studies on student experience, partnership, and equality. The work’s
novelty is in its advancement of Zembylas’ work on ‘critical compassion’ through
what we term politicised compassion with the goal of enabling sustained student
agency, student success, and the creation of active, considerate citizens. Our work
invites critical considerations of where such a discourse for meaningful social justice
and equality can take place within the academy.
AB - Despite changes prompted by global legalisation and policy developments for social
justice and inclusion, many institutions of higher education remain driven by neoliberal values, an endemic culture of performativity, and an emphasis on individual
success. These phenomena inform, disfigure, and invert inclusion and equality in
policy, practice, and outcome. In response, we propose politicised compassion
fostered through pedagogical partnership as a political and social justice reaction to
the status quo. This paper explores this proposal, grounding it in international
research studies on student experience, partnership, and equality. The work’s
novelty is in its advancement of Zembylas’ work on ‘critical compassion’ through
what we term politicised compassion with the goal of enabling sustained student
agency, student success, and the creation of active, considerate citizens. Our work
invites critical considerations of where such a discourse for meaningful social justice
and equality can take place within the academy.
U2 - 10.15173/ijsap.v4i1.3996
DO - 10.15173/ijsap.v4i1.3996
M3 - Article
SN - 2560-7367
VL - 4
JO - International Journal for Students as Partners
JF - International Journal for Students as Partners
IS - 1
ER -