Dialogue & empathy in middle school aged children - a configurative narrative review

Thesis

The present study reports a configurative narrative review of studies pertaining to dialogue-based pedagogical practices and programmes with empathy in middle-school aged children. A total of 596 studies from three databases were found and, from pre-determined criteria, it was then decided that the data from nine eligible papers would be extracted, synthesised, and analysed. The data found in these papers varied greatly in design, methodological rigour, and the operationalisation of empathy as an outcome measure. Thematic extractions relating to the conceptualisations of empathy; an exploration of dialogic pedagogical practices adopted when seeking empathy as an outcome measure, and an examination of the evidence reported in these nine papers ensued. It was found that three key practices were adopted: facilitated dialogue, goal orientated dialogue and the implementation of small, collaborative work. Overall, the data revealed that there was conceptual and theoretical work associating dialogic practices and empathic arousal, behavioural change, and empathic enhancement. However, there was not enough robust empirical evidence to justify this linkage. Therefore, conclusions were drawn from the data to suggest further empirical, particularly quantitative, studies were required to better understand the relationship between dialogue and empathy. Subsequent to this finding, a description of a future mixed-methods study is outlined.

Authors: North, SC

• DOI: 10.5287/ora-vyg56rkvb
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: Dialogic Teaching; Dialogue; Empathy
• Subjects: Education; Psychology