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ID:
171775
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| Summary/Abstract |
A “pedagogy of discomfort” (Boler 1999) recognizes the degree to which epistemology, emotions, and ethics are closely entwined both within and beyond our classrooms shaping who, what, where, why, and when we can see. It recognizes not only the intellectual and cognitive focus of education but also its embodied and affective dimensions. A pedagogy of discomfort which engages with the historically, politically, and ideologically contested and the emotionally invested subject of Israel/Palestine offers one way to engage in the teaching and learning of conflict analysis, and to support the development of active and critical student-citizens. This article suggests that experiential learning can support the development of pedagogical discomfort and explores this in the context of the Olive Tree Initiative, a narrative-based and experiential learning program for undergraduate politics and international relations students that focuses on Israel/Palestine. Drawing on student testimony, this article explores the ways in which the program plays a role in challenging dominant social, political, and emotional beliefs in order to create possibilities for individual and social transformation. It also reflects on some of the challenges and limitations posed by this approach, and engages with questions of emotions, vulnerability, and ambiguity in and beyond the classroom.
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| 2 |
ID:
144049
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| Summary/Abstract |
This article starts from the premise that empathy is an inherent part of social and political life but that this is not sufficiently theorised in International Relations (IR). Building on the burgeoning debates on emotions in world politics, it argues that the study of empathy should be developed more rigorously by establishing an interdisciplinary and critical framework for understanding the experiences and processes of empathy in IR. The central contribution of the article is twofold: firstly, it highlights limitations of the dominant perspective on empathy in IR, and secondly, it argues that a range of meanings may be attributed to empathy when examined within the sociopolitical conditions of particular contexts. Drawing on research on the conflict in Israel and Palestine, the article identifies and articulates two such alternative interpretations: empathy as non-violent resistance and as a strategy of normalisation.
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