Developing Empathy for Diversity through a Narrative of Activism

Introduction to Topic

In the context of this chapter, we will be approaching ways of inviting student teachers to develop empathy towards diversity and supporting their pupils in a similar journey. We will be drawing on previous interprofessional work in a faculty of Health, Social Care and Education at an English university. Our rationale is that educational environments can present established learning spaces to challenge assumptions and develop an appreciation of human diversity. In these terms, the intention behind the work presented here and this chapter, is to create conditions to enable both teachers and students to explore, in their own world views, the meaning and value of diversity. In section 1, we will engage with aspects of diversity in relation to disability and different approaches towards it over time to develop a relational understanding of difference (What is) and in section 2 we will present several types of opportunities, experiences and resources to support teachers in creating opportunities for inclusivity in the classroom (What can we do). And more specifically, we are heavily drawing on, but not exclusively, on Fighting for Our Rights project (FFR), which was co-produced by students in nursing and education, teacher educators and nursing educators in collaboration with a local charity for independent living. In section 3 we will present relevant multi-modal pedagogies for promoting empathy to hopefully further inspire and engage teachers to create their own resources.

This project helped make the disability rights movement (DRM) known to the local community and beyond by creating a national archive, exhibitions and other resources that followed. The full information about the project can be found on the relevant website https://kcil.org.uk/FFOR/ as well as all the resources and lesson plans that stemmed from working in this way can be found on ‘Schools’ Resource Pack – Fighting for Our Rights (https://kcil.org.uk/FFOR/school-resources/) (Paliokosta, 2017). It created a permanent historical record using oral history methodology and an education resource that related to the period of political and cultural change between the 1960s and the 1990s in London. The information that was gathered by the participating nursing students who used oral history, was then collated and used by student teachers to develop 13 cross-curricular lesson plans (FFR1-13) addressed to primary school children in order to enhance their learning and understanding about a disability. This was called a Disability Awareness Resource (DAR) Package and it was award winning. It received the 2019 Commendation Award from the Teacher Education Advancement Network (TEAN) in the UK for effective practice in teacher education.  The table below  (Figure 1) gives an overview of the lesson plans that were originally developed for primary school children near their transition to secondary education. It was soon found that they can be applicable for different contexts.

Table 1: Fighting for Our Rights Disability Awareness Resource (DAR) lessons

This and other similar resources are viewed as a tool that teachers could be using in approaching those sensitive issues around disability. We aim in the context of this discussion to raise awareness and support the development of empathy and inclusive discourses in relation to a socially just relational education approach. Background on certain perspectives and approaches on disability over time and a series of reflection points, resources and recommendations will support this exploration.

Key aspects

Starting conversations with pupils about discourses surrounding disability and difference in a diverse classroom. Some background.

 What do teachers know about disability?  It is important that teachers are confident to raise their pupils’ awareness of disability and difference so they can in turn become advocates of inclusive environments for them and their peers. In order to do that, teachers might benefit from some understanding of the historical and current perspectives that have attempted to explain disability and difference.  We recognise there is a wide range of disabilities and differences that we cannot cover adequately in this chapter. Conversely, we are taking a broad view of the word that encompasses diverse physical, cognitive and learning disabilities (visible and hidden) but also refers to the disabling nature of historical stigmatising discourses, societal inequalities and continued injustices in society. We acknowledge the limitation of the term ‘disabled’, as not all people who are described as disabled choose to describe themselves this way, and there is complexity within disability identities and communities.

It is important to consider how scientific and political discourses of disability shape current global understandings of disability and how disability is conceptualised in educational contexts. One example is the International Classification Framework (ICF) that is World Health Organisation’s (WHO) framework for health and disability and constitutes the conceptual basis for the definition, measurement and policy formulations for health and disability. There are various applications of this framework, but the most important one is as a planning and policy tool; ICF puts the notions of ‘health’ and ‘disability’ in a new light. It acknowledges that disability is part of human nature universally and not something that happens to only a minority. ‘ICF thus ‘mainstreams’ the experience of disability and recognises it as a universal human experience’ (WHO, 2002, p3; 2018).

When having these conversations, educators need to consider that some of our students will identify with some of the examples that we have discussed so far, but may also have disabilities themselves, which may be learning, physical, mental health or neurodevelopmental conditions that intersect with race, culture, gender and sexual orientation. Children or young people may have a family member that identifies with some of the topics being discussed. It is important to think about how all of these intersect and contribute to our understanding of the complexity of disability.  In every interaction about disability, we are consciously or subconsciously subscribing or operating at least, under perceptions of disability. This means we are not operating in a vacuum, but we are affected by several parameters and sociocultural perspectives. Perspectives and models of disability have also stemmed from various religious, cultural, medical and social perspectives that will be discussed further in the chapter.

Some theoretical perspectives around disability

A discussion around the models of disability would be a useful one, not in an in-depth way but as an invitation to further research the understanding that we are not operating in a vacuum. We are briefly presenting here some key approaches that have contributed to our understanding of disability, in an attempt to situate your own thinking and developing understanding:

• Erving Goffman’s (1963) work focused on the social stigma associated with disability and how mainstream society often stigmatised and excluded from mainstream society people with disabilities rather than their impairment itself.
• Mike Oliver (1983) was a well-known disability rights activist who developed the social model of disability, which posits that disability is a result of the social and environmental barriers that prevent full participation in society. Shakespeare continued developing the social model of disability in relation to the intersection of disability and social policy suggesting that it is society which disables people with impairments, and therefore any meaningful solution must be directed at societal change rather than individual adjustment and rehabilitation’ (Barnes, Mercer & Shakespeare 2010:163).
• Bronfenbrenner’s (1979) ecosystemic theory, conversely considered the various systems that impact a person’s life in understanding disability.
• The identity model of disability (Mairs, 1986) emphasised the importance of valuing diversity and recognizing disability as an integral part of an individual’s identity while Titchkosky (2006) has focused on how our understanding of disability is shaped by dominant cultural narratives and power structures.
• Hunt was a disability rights activist who contributed to the development of the human rights model of disability, which emphasises the importance of equal rights and opportunities for people with disabilities. In a famous letter to the Guardian newspaper (1972), he maintained that disabled people with high needs were isolated in unsuitable institutions without a voice and subject to authoritarian and often cruel regimes” (Hunt, 2019).
• The medical model, that has been dominant for decades, attempts to explain disability in relation to a deficit-led approach. The medical model sees the disabled person as the problem and the solution can be found in them too. ‘We are to be adapted to fit into the world as it is. If this is not possible, then we are shut away in some specialised institution or isolated at home, where only our most basic needs are met.’ Such perspectives stem from much older approaches; in the mid 1800s, for example, it was suggested that disability was a ‘result of a defect or failure of a body system and was often associated with a negative view of the person’ (Retief and Letsosa, 2018). Although terminology such as ‘handicap’ was abolished as result of the 1981 Education Act, negative terminology is still occasionally used either in ignorance or in a derogatory way and it may be that some of your pupils are exposed to such unacceptable terms through parents or through social media. At the same time the medical model can be connected to the tragedy/charity model that sees disabled people as objects of pity. The critique of the medical model and its negative impact on disabled people by Richard Reiser has been significant for years in the development of resources and activism towards a social model of disability. Relevant resources on the ‘Disability History Month’ approach can be found in the reflection point below.

Thinking about language and discourse used to describe those with disabilities is hence important as well as available theoretical perspectives, in order to gain a better understanding of the historical context and origins of different ways to talk about disability.

‘The Disabled People’s Movement supports that the ‘cure’ to the problem of disability lies in the restructuring of society. Unlike medically based ‘cures’, which focus on the individual and their impairment, this is an achievable goal and to the benefit of everyone (https://ukdhm.org/what-is-ukdhm/the-social-model/, accessed on 28.11.22, NP)

What about hidden disabilities?

It is important to consider how the above perspectives apply to hidden disabilities. Hidden disabilities may not be immediately apparent or visible to others. ‘Hidden’ can mean undisclosed, undiagnosed or misunderstood, not just the physical appearance of disability. They can be physical, cognitive, or neurological difficulties that can impact a person’s ability to navigate daily life and can be observed by a difference in behaviour. This can also apply to those with mental health or neurodevelopmental conditions. All types of disability and mental health needs might interact and affect the individual’s health and wellbeing.

Some explanations of hidden disabilities such as mental health disorders originate from the medical model of disability and suggest that mental health symptoms are attributed to a disease, a chemical imbalance attributed to physiochemical factors that needs to be fixed, and therefore the person with a disability would assume a sick role needing the help or treatment of professionals (Engel, 1977, Brown 2003). This supported medication treatment or more invasive treatments that are nowadays debatable and that run several dangers in relation to the person’s functioning and personality traits, e.g., being physically expressive or preferring to use non-verbal communications. Medication is certainly still used today particularly when there is risk to self and others, or to support children focus and learn, however there are also other psychologically oriented options for those children and young people who need to develop coping strategies in the absence of medication, or in parallel.

To combine these approaches the Biopsychosocial model (Engel 1977) addresses not only the biomedical explanation but also psychological and social factors to explain mental illness, as it was previously called, acknowledging that each person has their own thoughts, feelings and behaviours. This brings more choice and options for treatment for emotional and behavioural difficulties that can be adapted for a range of disabilities, for example a range of talking therapies such as cognitive behavioural therapy (CBT), family psychotherapy and child psychotherapy. Although more information and knowledge is available, there still exists stigma around having mental health difficulties. The Lancet Commission (2022) was recently published as a result of experts’ call for radical global action to end stigma and discrimination against people with mental health conditions, and stated that this is often ‘worse than the condition itself’. The double stigma of having a mental health difficulty and disability can also prevent those affected sharing their thoughts and feelings or experiences.

Although the models of disability discussed above would be applicable for hidden disabilities, cognitive load theory (Sweller, 1988) can also be very relevant and helpful; this is a theory based on the understanding that people have a limited number of cognitive resources that they can use at any given time. Hidden disabilities can increase a person’s cognitive load, making it more difficult for them to complete tasks that require attention and focus, something that is common for people who are neurodiverse. If we perceive neurodiversity as a natural and valuable part of human diversity, we appreciate people with autism, ADHD, and dyslexia, not necessarily as having a disorder, but a variation in human neurology. There is no “fix” or cure for these conditions, but a need to understand and bridge the differences. Understanding these theories can help us approach hidden disabilities with more empathy and sensitivity, and work towards creating a more inclusive and accessible society. The development of empathy has been acknowledged as paramount ‘for a greater educational experience for students and teachers – including wellbeing, happiness and academic excellence’ (Demetriou and Khalid, 2022).  Reflecting on teachers’ own experiences of mental health difficulties may help support children and young people to do the same so this is normalised within the classroom setting.   Children with mental health difficulties may then feel safer to share their experiences in a non-stigmatizing environment. This could also enable their peers to have some understanding of the challenges that those with lived experience face.

Hidden disabilities now and in the past

In this section we look more closely at hidden disabilities such as autism and ADHD and the way they were aligned to particular beliefs of certain times and how understandings and discourses have evolved over time; in the early 1900s autism was aligned with the idea that a person was suffering from schizophrenia and experiencing hallucinations and fantasising. Bleuler (1950) and psychologists including Piaget (1923 as cited in Evans 2023) used this meaning up until the 1950s and it was not until the 1960s and 1970s that it was challenged to mean the opposite, a description of someone who fantasised excessively to one who did not fantasise at all (Piaget 1972). Changes in diagnostic methods from the 1960s to the 1980s meant that autism came to be wrongly associated with ‘profound mental retardation and other developmental or physical disorders’ thereby increasing the number of children who were considered to display autistic traits (Wing and Potter 2002, as cited in Evans 2013). Parent advocacy was the driver of new ways of thinking about disability and posed a direct challenge to established practice of institutionalisation and led to the closing of institutions. Psychiatrist Michael Rutter’s pioneering work on understanding autism in diagnostic terms along with Lorna Wing helped us further understand the three main features of autism as child psychology and psychiatry progressed by redefining the diagnostic criteria into areas of social communication, social interaction and restricted and repetitive behaviours and interests, the first two categories where late combined as part of the Diagnostic Statistical Manual (DSM).

Autism is more commonly referred to in mainstream school settings as autistic spectrum disorder (ASD). If the condition is not acknowledged, children can often be labelled as ‘odd’ or ‘naughty’. If there is a hidden disability such as emotional or behavioural difficulties or ADHD and the child is seen as having the same needs as their neurotypical peers, teachers’ expectations and reactions are affected by this. Where there is stigma or lack of knowledge about hidden disabilities and where something cannot be seen, children and young people that lack understanding of these difficulties can also have similar expectations which can prevent them from knowing how to respond, approach or support their neurodiverse peers. Children may often face double stigma in the context of mental health and neurodiversity.

Looking at another example of a hidden disability, ADHD, that had been described as early as the 1700s and its journey began with Sir George Frederic Still in 1902 when some of the behaviours that we recognise today were identified. Some examples of subcategories of ADHD were identified such as inattentive and hyperactive impulsive (Lange et al 2010). There are higher referral rates for assessment for boys than for girls who tend to be diagnosed with inattentive subtype. It is also recognised that children can have a range of co-occurring conditions that interact with each other (Steer 2021). However, similarly to autism spectrum disorder, due to lack of professional understanding or existing diagnosis, children can be labelled as naughty or challenging due to impulsive behaviour and their struggle to keep still or focus in the same way as their peers. As this can distract others in the classroom it may promote a sense of irritation and intolerance by their peers, a better understanding of why these behaviours occur can reduce blame and can lead to better relationships. One strategy to counteract this, is to use successful role models with either neurodiverse or mental health conditions when teaching to promote strengths over deficits so that children and young people are aware of the successes and not focusing on limitations; this will hopefully further breakdown barriers and stereotypes and reduce stigmatisation.

What are some different cultural perspectives of disability?

There are different perspectives of disability according to different religions and western and non-western cultures. There exist various different explanations i.e. disability as a divine punishment or test of faith, a sign of spiritual enlightenment or a closer connection to the divine, being possessed by evil spirits. In the global South Disability is referred to as missing parts of the body and the inability to take part in activities in the household and community. There are no definitions for neurodevelopmental conditions and family structure and culturally relevant support are seen as an important part of care, something known as the family model of disability (Bannink et al, 2022).  Therefore, children from different and non-western-centric cultural backgrounds would develop their understanding of disability differently to how it is perceived in western society and this will mean that their understanding of disability or beliefs held may be different to their peers in the classroom. Various authors have highlighted the importance of taking into account local culture context, economic and political factors when studying disability in the global South (Bannink 2021). Teachers also need to consider that there is a variety of explanations and beliefs held about disability within their classroom, asking questions about this may help develop a shared understanding of these variances.

Intersectional approaches and identity

Another important parameter is the way different aspects of the individual multiple identities and social categories intersect and overlap in the way a person experiences life and is positioned socially. This is known as intersectionality (Crenshaw, 2020; Collins, 2021, hooks, 1994). In the context of disability, intersectionality recognises that people with disabilities may belong at the same time to other marginalised groups, adding to their challenges and contributing to the possibility of inequalities, marginalisation and discrimination. Examples of such intersections might be race and disability, gender and disability, socioeconomic status and disability, sexual orientation and disability.  Pickens (2021) argues that this approach ‘relies on the interrelated nature of identity as formation and lived experience’ and looked at how a disabled individual is defined by historical and cultural concepts such as how disability is viewed in this context, what role the individual has in the family and community is this a role that contributes to society, and how poverty and neo-colonialism are closely linked to the lived experiences. Pickens found that these are all key to our understanding of disability in the global South. When we refer to Global South we mean countries classified as low or middle income such as Asia, Africa, Oceana , Latin America and the Caribbean. Price et al (2019) looked at the relationship between identity-based victimisation and poor mental health and academic outcomes in adolescents in the USA through an intersectional lens. They highlighted the importance of how those who identify with multiple identities for example race, gender and sexual orientation are more oppressed and the impact that this can have on mental health and academic outcomes.

One might assume that a diagnosis of a neurodevelopmental condition such as autism or ADHD should include supportive actions relevant to the child’s setting, but health promotion and awareness should also be made culturally relevant, in order to be understood. For example, definitions of disability may not relate to other countries within the African subcontinent as understanding of disability may differ. In the context of intersectionality in the UK there are also examples of different experiences of mental health services as a black male living with psychosis as described by David Harwood (2022) in his book Maybe I Don’t Belong Here.  Bisi Alimi, a Nigerian Gay rights activist also talks about his experiences of being black and gay in Nigeria and the issue of non-acceptance and criminalisation  https://www.bisialimifoundation.org/ .   Developing empathy for human diversity, greater cultural awareness and understanding should be part of the picture of learning.

Listening to diverse voices in the context of intersectionality

We need to reflect on the teaching and learning experiences of children who identify with a disability, or are perceived as having multiple identities in the classroom, multiple diagnoses or conditions or disabilities – as well as a unique and developing personal sense of identity. Promoting self-advocacy, getting children engaged by using arts-based approaches (Cologon et al,2019) which draws on critical pedagogy as an approach to enable children to express their experiences of disability could be a way forward. Listening to children has been shown to support upholding children’s rights and deepen adult understandings of children’s experiences, but also to enhance educational approaches and experiences and support greater child agency (Nutbrown and Clough, 2009; Paige-Smith and Rix, 2011). Children have a right to continue to communicate using diverse tools beyond the early years, where methods such as the MOSAIC approach (Clark and Moss, 2005) have been successfully used. Tuffrey-Wijne and Butler (2010) take voice to another level, claiming and proving the value and feasibility of co-researching with disabled people, as it would be unethical to exclude people who experience disability from research that may otherwise provide invaluable insight and facilitate understanding of lived experience (Lam et al (2021).

It is therefore   important to develop the discourse around disability early on to then follow this up with more age-appropriate conversations as children develop. When thinking about how this translates to delivering a teaching session, it is important to find out what pupils already know and compare this to our understanding from literature and research as well as lived experience. Cologon et al (2019) explored how the perspectives of children can be facilitated through the use of arts-based approaches in research and found that creating a safe and supportive space for children to make meaning is a useful approach to share their feelings and thoughts about inclusion, exclusion, or any other life experience they choose to convey. Another way of managing provision before discussing sensitive subjects could be to use pre-teaching sessions or coaching to handle potentially sensitive topics that they feel are quite personal to them. Such topic discussion may trigger uncomfortable emotions that may be difficult to manage within the classroom and having a plan in place may reassure or reduce associated anxiety. This is something that will be further explored through education approaches presented below.

How to raise awareness of disability

Keeping all the above in mind, it would be worthwhile presenting some examples of how we work with different groups in terms of enabling this kind of awareness building. There are different responses to diversity by different age groups; younger children tend to be more accepting and responsive to difference and the longer they are in education and in institutionally constrained environments they begin to develop negative attitudes. As it has been mentioned several times in this chapter, in line with social constructivism, social phenomena, such as disability are not universal realities, but defined by societal attitudes, policies and practices (Blumer, 1969). And this is what we have to sometimes undo, as educators, as the children grow older.

As educators, we need to appreciate for ourselves and also make children aware that there are different contexts and themes in relation to learning environments, and particular limitations that actually make certain differences perform and look like what we call ‘disability’. The socially constructed element of disability and institutional and contextual parameters that affect the way nuances around disability are communicated need to be taken into consideration in relation to the way we approach these issues with children and young people of different ages and developmental stages. This term is in many ways problematic as it can carry negative connotations and stigmatisation. Terms like diverse abilities, access needs and person-first language are key at challenging existing stereotypes and putting the person before their difference or disability. All the above needs to be considered within an intersectional lens, acknowledging that people who come from all walks of life, have different experiences and perceptions of their own identity and the identity of others.

How to promote social justice in the curriculum

‘Social justice describes a belief, action, or movement, that aims to address social          inequalities by re-distribution or creation of resources, policies, opportunities, or privileges, to achieve fairer societies. This is because individual people and some groups may suffer systemic, attitudinal, and physical barriers to equality because of their personal circumstances and visible characteristics. In educational contexts, social justice could mean designing, developing, or delivering education so that teaching and learning has a positive impact on students, communities, and societies by reducing inequalities or disadvantage, or by improving outcomes for groups that have traditionally been excluded or undervalued’ (Paliokosta et al, 2022: p.14).

 Although it is well-received that educational institutions nowadays tend to have a more inclusive agenda and make more explicit references to the reasonable adjustments duty (Equality Act, 2010) and the Convention for the rights of disabled children (2006), there are still gaps in the curriculum in terms of how we address particular issues connecting to the awareness of social issues, and particularly those related to disability. In line with Paulo Freire’s (1993) stance, content, pedagogy and resources that address issues of equity, diversity and inclusion can counteract the aforementioned dominant, socially constructed narratives and power structures that can marginalise and oppress those who are more vulnerable and generate social change.

DAR lesson plans are based on the principle of connecting learning to real life issues and engaging with narratives coming from the community in relation to disability.

Several ‘hands on’ lesson plans are included in the resource, as shown on table one (p.3).  For example, children are asked to define disability and to talk about what it means to be disabled and the impact, as a baseline to understanding. They then experience this in the lesson using a creative and sensory approach; this can be an effective way to engage learners in understanding the different contexts and themes in relation to learning environment limitations, while incorporating diverse perspectives. Another lesson plan is guiding children in enacting a campaign, helping them develop criticality, challenge dominant narratives and engage in debates. Another one is comparing approaches to mental health over time and asking children to understand what is happening now in relation to well-being and mental health? What were institutions of the past and of today and what kind of systemic inequalities existed and persist today? In another lesson plan, children are encouraged to create an accessible school blueprint, rather than having a specialist doing it, taking ownership of a real-world project that affects them and their peers.

So, opening all these discussions really practically is encouraging a good rapport, positive and trusting relationships and self-awareness because the children would bring their own narrative in, but also using this as a starting point, because we know how difficult it can be to talk about these things and have the appropriate language repertoire to do this. One way to address this difficulty is by starting with the narratives of the others, those activists that are talking about their lives as a tool to open these discussions and approach the topics in a deeper way. And then this sharing of stories develops some knowledge and readiness for those in the receiving end to relate, enabling in turn an empathetic relational approach ref to be added. Children, young people, and teachers can reflect on how much things have moved on or see that at times some of the things remain the same, although you would have expected more progress.

How to capture the impact of such materials on different groups

It is important to consider the age group that teachers are working with for example, children or adolescents and within that group the developmental level they are operating under. Children and young people have access to information from various sources, and increasingly so through the internet and may access discriminatory material that includes hate-discourse towards vulnerable groups. Therefore, providing valid and accurate information and resources is important for achieving the learning outcomes that we have developed, for example using oral histories mentioned previously in this chapter will enable children and young people to hear first-hand about people’s struggles, how they have experienced discrimination and how they have fought for their rights is invaluable. It is also important to help young people have some understanding of what they are hearing and interact with the resources. Using a co-production approach, we can enable children to deconstruct the narratives in an appropriate and relevant level to their age and development. This can be achieved by asking questions like ‘what was your understanding of X’s story, what difficulties do they have and what challenges did they face, what helped them overcome those challenges.’ We also need to consider as mentioned earlier that some of these children and young people may identify with some of the challenges that are being discussed; it is therefore useful to think about how the child can be supported beforehand and following the lesson by suggesting some reasonable adjustments that can be put in place.  An adaptation of the resources for children with severe and profound learning disabilities have been created and more material are under development.

The role of empathy in relational learning

Co-production operates successfully and meaningfully when you know who you’re working with; in its context we are adapting a relational conceptualization of empathy that is essentially an other-oriented experience, rather than self-referential. ‘It is through empathy that people connect with the other’s experiential world and experience foreign consciousness’ (Stein, 1964 in Van Dijke et al., 2020). Although empathy can be looked at through so many different lenses, here it refers to the understanding of the other person’s positionality, the co-creation of some kind of collective narrative in the context of relational pedagogy. This links to Paolo Freire’s (1998) development of critical awareness of social reality through reflection and action. So, it is about understanding of where we stand, what are the subconscious processes operating, especially in younger groups. But it’s important as a teacher to know why you’re making certain choices. And again, aligned with Paolo Frere it is about this co-creation of knowledge by learners and teachers together in the context of their own lives and then in the context of the curriculum, and reflecting on other people’s lives at different spaces and different times. It is pertinent to draw on social, political, gender and other personal perspectives that people develop while accessing those narratives. Exposure to activities that promote empathy has been found to help increase emotional awareness, while demonstrating signs of increased self-compassion and self-esteem. Children were more likely to find commonality with others and displayed a desire to care for and connect with others.’ Resources can be found here during annual empathy week Empathy Week 2024 | Build the #EmpathyGeneration (empathy-week.com) NP, 2023). And then we are trying to use storytelling to connect the views with a learning process, in the context of critical pedagogy (Giroux, 2011). So there is a range of theories that teachers can be engaging in their journeys. Feminist pedagogy (Crawley, Lewis, & Mayberry, 2008; Shrewsbury, 1997) also represents the struggle, the people who did not traditionally have voice within certain environments and within institutions, or within schools. According to Althusser (1971), schools are institutions of coercion and control and one needs to unpick these and see how they can become something more collective, more inclusive and encouraging via this interaction, promoting transformative learning experiences (Mezirow, Taylor & Associates, 2009) in the context of relational learning (Doane, Hartrick-Doane and Varcoe, 2020).

How can teachers enable children to understand and develop a narrative of activism?

Following on from the reference to a transformational dimension of educational experiences, it is important to frame and understand activism in the context of education.

 Activism means the use of direct and public methods to try to bring about changes that a person or group wants, especially social and political changes. Different definitions and perspectives of activism exist, but in general it refers to: recognising a felt need or desire for change, or reversal or prevention of a change made by others, such as a change in the law, which motivates a person or group to take action; putting what people need or want into words and action; formulating ideas or a vision for change about how such change might be achieved; and taking action or engaging in activities to raise awareness and make change happen (Paliokosta et al, 2022).

In teaching and learning, it means that educators and learners engage with lived experiences or life stories from local people, or experienced communities, to understand social justice in action. Their engagement creates a shared or collective understanding about a particular story of activism in a particular context and can help teachers to become activist professionals (Sachs, 2000 in Paliokosta et al, 2022). Through the development of teaching resources and learning spaces, a narrative of activism brings historical, political, theoretical, and personal experiences into education and training. Children can be supported to understand the concept by identifying issues they care about and reflect on the impact on individuals and communities. This engagement brings agency and motives into educational spaces so that teachers and pupils might activate change (Giddens, 2009 in Paliokosta et al, 2022). This is something that can expand beyond the walls of the school, into the family and community.

The resource discussed above tried to make social history relevant to now using transformational ideology for education in the context of these resources that refer to transformative events of the past, but people may not be aware of or may not choose to discuss. In that context, by using those narratives we hopefully create an emancipatory approach to disability and inclusion. Teachers and children are learning together about activism and can engage in various forms of peaceful activism. We acknowledge that the thought of causing disruption may be uncomfortable or seem inappropriate for someone who is in education. What needs to be explained in this context is that peaceful disruption may be necessary for challenging assumptions, questioning practices, questioning the status quo. Through other people’s activism (found in the resource) one can gradually and safely engage with this approach and start reflecting on other possibilities and small things we can do to challenge the status quo, maybe in the school, in the class, in order to improve inclusivity for all.

At the same time, it is about looking at the person within their own social structures, but also beyond that and trying to create an environment that is going to perceive ways of change and apply them, taking into consideration intersectional perspectives of age, ethnicity, culture, because if you look at disability in its own right, it is just a characteristic that can feature in many people. In the context of this work, it is anticipated that the participant teacher is engaging with the resources, takes an abstract notion of concepts and co-creates resources for their children, and then they can modify them with them. And the outcome is to promote social change.

Promoting empathy through a multi-modal pedagogy

When we are thinking of an ‘All means All’ approach, multi-modality, namely using multiple modes of communication, is key in promoting a welcoming environment for all.

Storytelling and story making

Storytelling and story-making is an acknowledged tool used with children who have English as an additional language, where children are trying to make sense of the self. Storytelling can address social inclusion, cultural intelligence, and intersectionality in education (Sinkfield-Morey, 2018) as it supports self-expression, creation, and imagination beyond institutions to engage traditionally excluded groups and communities in education (Paliokosta and Kostidakis, 2019). Storytelling and story making with children (co-production) really supports getting to an intersectional understanding of self and identity.

It is important to note that storytelling is looked at from a relational perspective in this context. A relational framework (Doane and Varcoe, 2007) can be used to approach the different types of such learning found in stories and the way we have been using them with children. There are three dimensions of relatedness: the story and characters; the processes of storytelling; other people participating in the storytelling.

So every child can look at a story from a different level and make connections with aspects of it, whether it is disability, ethnicity, other aspects of their identity they may be discovering and exploring. Some may be connecting to the process of storytelling, and they may be connecting with other participants in its context; this demonstrates the need for certain skills that are enabled for the child when they are becoming part of the story and then relating to the other people that are in this storytelling process and engage to their own level. There is no expectation, right or wrong, but it is a rather engaging process that hopefully enables children and their teachers to develop some empathy together within this relational process.

Story-telling and drama

Using storytelling and drama is a way to promote empathetic and relational pedagogies. It can be a powerful educational tool to promote diversity and foster inclusivity. ‘Through storytelling you are able to open up and facilitate a space for navigating uncertainty’ (Nash-Patel. 2022:4). However, storytelling remains a hidden part of the curriculum (Attenborough and Abbott, 2020) and there is a need to equip teachers and other professionals (like nurses) who meet children with effective techniques (Haigh and Hardy, 2011) that are relevant to their specific learning goals, but also enable better rapport with children (Eraut, 1994; 2004). Narrative enhanced pedagogy uses storytelling to motivate thinking, interpretation and learning (Diekelmann and Diekelmann, 2009 in Nash-Patel et al, 2022) and it is in line with Freire’s (1988) critical pedagogy that intended to empower those who were marginalised. Narrative pedagogy focuses on sharing personal stories in the context of the learning process and seeks to co-create knowledge through a combination of voices in a collaborative learning environment (Daniels and Downes, 2016).

One such example is the inter-professional Heritage2Health pilot Virtual Arts and Drama Programme that addressed gaps in the curriculum for teaching and practice around disability of other professionals (nursing) who come into contact with children and is linked to barriers to healthcare for those with learning disabilities and student nurses’ anxiety and fears of working with this client group. Students worked with young people with intellectual disabilities, parents and teachers using a ‘Story Aid’ approach which helped them self-reflect as people and their social reality, examining their attitudes and belief systems while learning skills to work with those who have intellectual disabilities. The storytelling space gives a place for active witnessing of self-identity formation of both the teacher and the child (McAdams, 2008). Using a story called Ubuntu the Lion with the long, long mane (Nash-Patel, 2021), the Zulu Ubuntu philosophy comes to life, promoting an idea of humanity coming together. Using visual arts and sensory approaches to get the student nurses to work with the teachers, the young people and parents self-reflect on issues of identity; for example who am I as a human, the professional self and how that relates to me being a professional when working with those who have disabilities. (Nash-Patel et al 2022). ‘I am because we are’ is an underpinning concept in the Ubuntu philosophy.

Examples of visual communication in an accessible way

Journaling

The online and face-to-face drama sessions mentioned above were co-facilitated by a socially engaged artist; a socially engaged artist produces community and group representation through participatory activities with groups whose voice may not be heard (Cleveland, 2011) aiming at affecting the public sphere meaningfully (Helguera, 2011). They used visual representation through a journaling approach to depict learners’ participation in the online sessions. In the context of the journaling process, both teacher educators, nursing educators and children and their parents would write notes about the experience, about the story, about the process, about the character or about each other. This was then represented visually in what looked like a powerful interactive piece of art. There are a lot of benefits in the journaling process, such as increased self-awareness, enhanced creativity and improvement of communication skills. In this context processing of difficult feelings towards the story were approached and attempted to be made sense of.

Visual Installation

This artist is also known for another type of visual representation entitled ‘Refugees Crossing’ http://www.bernodonoghue.com/refugees-crossing. Refugees Crossing is an interactive art project which invites members of the public to raise awareness of the real issues refugees face by placing fact filled paper boats in public places. It was started in August 2015.  The messages have been translated into six languages and over 9,000 boats have been posted across the world. Since September 2015, the project has developed collaborative work with schools and colleges to encourage children and young adults to consider the plight of refugees and engage in an open discussion about migration.

Children have been engaged by creating a boat that they labelled with names or roles of people that had passed, such as son, daughter, sister, brother; such kinaesthetic methods can be applied to all sorts of different scenarios and ways of working with children to make sense of topics that might otherwise be difficult to approach. The effect of saying 50,000 people died during crossing and actually visualising 50,000 boats representing them, is very different; there is an activism element in this process, as people who make them empathise with the dead during the process and then communicated this cognitively and emotionally by putting the boats on public spaces, such as the tube, a school door, on the pavement, etc. The children would do the same, put them in all sorts of different spaces so that people were becoming aware of this tragic and unacceptable issue that they may have otherwise heard without focusing on it. Similarly, this method can be used for a local issue, for example the exclusion of a friend because they are different or the bullying they may have been receiving by other children due to their difference. So hopefully that empathetic approach creates the ability to think through the other person’s shoes and actually understand the story, understand their narrative and relate it to themselves.

Final words

We hope that this chapter gives trainee teachers and any teacher access to some historical representations around disabilities (visible and hidden) in the attempt to be informed when deconstructing old and new discourses. We have provided material and resources to support empathy development and a narrative of activism in the context of social justice that will hopefully support positive change in schools for those with disabilities and beyond. There is a wide range of opportunities for learning from FFR DAR to be used to enhance culturally-responsive learning and place-based learning through incorporating local voices and life experience narratives into curricula. If you are a teacher that would wish to develop these further, we would love to work together. In the meantime please find some reflection points and questions below with some resources to help you engage with the relevant sections of the chapter.

Local contexts

Literature

About the authors

name: Paty Paliokosta

Paty Paliokosta is an Associate Professor in Inclusive Education at Kingston University and a Senior Fellow of the Higher Education Academy. With over two decades of experience in the field of special and inclusive education, my journey has been dedicated to promoting social justice and empowering diverse learners, particularly those with special educational needs and disabilities (SEN/D). As an educator, inclusion manager, local authority advisor, researcher, and advocate she has actively contributed to shaping inclusive policies, leading innovative participatory research projects, and championing social justice within schools, local authority, higher education and the community. She leads the ‘Inclusion and Social Justice’ SIG and the ‘Inclusivity, Anti-oppression and Underserved Communities’ bidding network. Her full profile can be found here: https://www.kingston.ac.uk/staff/profile/dr-paty-paliokosta-730/

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name: Nicola Ryan

Nicola Ryan, clinical nurse specialist in child & adolescent mental health, cognitive behavioural therapist, senior lecturer at Kingston University in the UK. Areas of interest and research include intersectionality, child and adolescent mental health, neurodiversity, psychological and behavioural therapies, education of autism and ADHD for students and educators.

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