In my shoes: empathy and critical emotional literacy in EFL lessons

In my shoes: empathy and critical emotional literacy in EFL lessons

ABSTRACT Part of an autoethnographic research project, this article reflects on two English lessons in which my undergraduate students were invited to discuss empathy in times of Covid-19 pandemic. I begin by arguing for the relevance of empathy and contextualizing my interest in the investigation of emotions in ELT, as well as my theoretical framework, which draws on the convergence of emotional and critical literacy theories. Next I provide an account of my lessons, based on an art installation entitled “The Empathy Museum”. My analysis of the lessons seeks to investigate the extent to which they were able to promote what Boler (1997) has termed a “semiotics of empathy”. I conclude by stressing the importance of emotional and critical literacy theories for formulating educational policies committed to political and social changes.

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Main Author: Tagata,William Mineo
Format: Digital revista
Language:English
Published: Faculdade de Letras - Universidade Federal de Minas Gerais 2022
Online Access:http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982022000100017
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spelling oai:scielo:S1984-639820220001000172022-09-21In my shoes: empathy and critical emotional literacy in EFL lessonsTagata,William Mineo English language teaching empathy politics emotions critical literacy ABSTRACT Part of an autoethnographic research project, this article reflects on two English lessons in which my undergraduate students were invited to discuss empathy in times of Covid-19 pandemic. I begin by arguing for the relevance of empathy and contextualizing my interest in the investigation of emotions in ELT, as well as my theoretical framework, which draws on the convergence of emotional and critical literacy theories. Next I provide an account of my lessons, based on an art installation entitled “The Empathy Museum”. My analysis of the lessons seeks to investigate the extent to which they were able to promote what Boler (1997) has termed a “semiotics of empathy”. I conclude by stressing the importance of emotional and critical literacy theories for formulating educational policies committed to political and social changes.info:eu-repo/semantics/openAccessFaculdade de Letras - Universidade Federal de Minas GeraisRevista Brasileira de Linguística Aplicada v.22 n.1 20222022-03-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982022000100017en10.1590/1984-6398202218426
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country Brasil
countrycode BR
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region America del Sur
libraryname SciELO
language English
format Digital
author Tagata,William Mineo
spellingShingle Tagata,William Mineo
In my shoes: empathy and critical emotional literacy in EFL lessons
author_facet Tagata,William Mineo
author_sort Tagata,William Mineo
title In my shoes: empathy and critical emotional literacy in EFL lessons
title_short In my shoes: empathy and critical emotional literacy in EFL lessons
title_full In my shoes: empathy and critical emotional literacy in EFL lessons
title_fullStr In my shoes: empathy and critical emotional literacy in EFL lessons
title_full_unstemmed In my shoes: empathy and critical emotional literacy in EFL lessons
title_sort in my shoes: empathy and critical emotional literacy in efl lessons
description ABSTRACT Part of an autoethnographic research project, this article reflects on two English lessons in which my undergraduate students were invited to discuss empathy in times of Covid-19 pandemic. I begin by arguing for the relevance of empathy and contextualizing my interest in the investigation of emotions in ELT, as well as my theoretical framework, which draws on the convergence of emotional and critical literacy theories. Next I provide an account of my lessons, based on an art installation entitled “The Empathy Museum”. My analysis of the lessons seeks to investigate the extent to which they were able to promote what Boler (1997) has termed a “semiotics of empathy”. I conclude by stressing the importance of emotional and critical literacy theories for formulating educational policies committed to political and social changes.
publisher Faculdade de Letras - Universidade Federal de Minas Gerais
publishDate 2022
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982022000100017
work_keys_str_mv AT tagatawilliammineo inmyshoesempathyandcriticalemotionalliteracyinefllessons
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