Barton, Georgina 
ORCID: https://orcid.org/0000-0003-2703-238X and Baguley, Margaret ORCID: https://orcid.org/0000-0003-0098-6378 and Kerby, Martin ORCID: https://orcid.org/0000-0003-4073-2559 and MacDonald, Abbey
(2019)
Exploring how quality children's literature can enhance compassion and empathy in the classroom context.
In:
Compassion and empathy in educational contexts.
Palgrave Macmillan Ltd., Switzerland, pp. 165-188.
ISBN 978-3-030-18924-2
Abstract
When teachers make space for children to chart parallels between theirown emotional states and those of characters depicted in texts, they create opportunities for deeply transformative learning; the kind of learning where children can probe their evolving sense of self, and understand where more profound and complex emotions spring from (Garner & Parker, 2018; Katch, 2018; MacDonald & Baguley, 2012). Allowing students to explore emotions through, reading, writing, making and responding provides opportunity for meaningful emotional development
and cultivation of wellbeing. Opportunities for teachers to work with students to explore the genesis and implications of emotional responses in their daily lives are integral to their development of self and social awareness and management.
This chapter situates itself within a broader conversation around the challenges and opportunities for learning about emotions and associated capabilities that children and their teachers can encounter within children’s literature. To do this, we utilise examples of children’s literature to
explore the complexities of what it might mean to be a child growing up in Australia today. In doing so, this chapter shares a process of experiential inquiry, adopting the Australian Curriculum, Assessment and Reporting Authority (ACARA) General Capability of Personal and Social
Capability (ACARA, n.d.) as a guide to formulate strategies a teacher could use to discuss the complexities of human emotions such as compassion and empathy with their students.
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