The potential for teacher/student empathy models of pedagogic practice to alleviate neurodivergent learner shame in the higher education classroom

教学实践中教师/学生同理心模型在减轻高等教育课堂中神经分歧学习者羞耻感方面的潜力

• 批准号: 2880880
• 金额: --
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2880880
• 关键词: potential; teacher; student; empathy; models

This participatory research study will phenomenologically explore the manifestation of neurodivergent learner shame in higher education and investigate the potential for pedagogic teacher/student empathy models to alleviate stigma-based barriers to learning.Numbers of university students with specific learning disabilities or social communication conditions are increasing rapidly. New nationwide priorities embedding greater educational inclusivity mean universities are giving strategic weight to these students' needs. While belonging is increasingly seen as the critical variable in improving student retention and success, and a key part of inclusion policy, there is little understanding of what 'belonging' means to neurodivergent students. Research is urgently needed to break down barriers to success for all.Neurodivergent students are at higher risk of non-continuation: lack of academic integration and poor academic experiences impact their decisions to remain at university. For students with ADHD and other learning differences, intrinsic emotional factors such as academic self-doubt may moderate success. Moreover, as neurodivergence is widely experienced as integral to identity (Shaw and Anderson, 2018), the additional psychological impact on emotional well-being is profound. Willingness to engage with support services may be affected, with many dyslexic students for instance preferring to reject the opportunity to receive support to avoid further stigmatisation. Through impacting changes in practice to alleviate such shame and foster belongingness, this research has potential to keep more neurodivergent students in higher education, thus contributing to the diversification of people who go on to be researchers. To date, no research phenomenologically explores the manifestation of neurodivergent learner shame in higher education. Further, while interest is growing in teacher-student empathy models for positive student outcomes, no research investigates the potential for these to overcome stigma-based barriers to learning. Finally, although autism research has begun to move away from deficit-focussed studies and increasingly adopt the neurodiversity paradigm which values the diversity of all minds, other forms of neurodivergence remain mired in research pursuing a normalisation agenda. This participatory study would liberate all forms of neurodivergency from that pathologising frame.This study positions participatory research as paradigm not methodology, embedding the epistemological expertise of neurodivergent students from the outset. The research questions are grounded in symbolic interactionist conceptualisation of the self as constructed subjectively through interactions with others and the environment, and the interpretation of those interactions. This lends itself to a qualitative, phenomenological research design which explores experience on its own terms.Interpretative Phenomenological Analysis (IPA) is a flexible and idiographic frame which attends to every nuance of behaviour and expression to capture that interpretative meaning-making in action. Best practice frameworks for participatory research in the neurodiversity field emphasise the need to adapt language and methodology to allow the meaningful engagement of participants, both attributes of the responsive IPA process. One-to-one in-depth interviews will follow the participants' direction of focus to understand the complexities of lived experience and elicit rich data from non-verbal cues and gestures.

本参与性研究将从现象学的角度探讨神经发散性学习者羞耻感在高等教育中的表现，并探讨教师/学生共情模型在缓解基于羞耻感的学习障碍方面的潜力。有特殊学习障碍或社会交往障碍的大学生人数正在迅速增加。新的全国性优先事项嵌入了更大的教育包容性，这意味着大学正在战略性地重视这些学生的需求。虽然归属感越来越被视为提高学生保留率和成功的关键变量，也是包容政策的关键部分，但人们对“归属感”对神经发散型学生的意义知之甚少。迫切需要研究打破所有人成功的障碍。神经发散型学生不继续学习的风险更高：缺乏学术整合和糟糕的学术经历影响了他们留在大学的决定。对于患有多动症和其他学习差异的学生来说，内在的情感因素，如学业上的自我怀疑，可能会影响他们的成功。此外，由于神经分化被广泛认为是身份认同的组成部分（Shaw和Anderson， 2018），因此对情绪健康的额外心理影响是深远的。参与支持服务的意愿可能会受到影响，例如，许多有阅读障碍的学生宁愿拒绝接受支持的机会，以避免进一步的耻辱。通过影响实践中的变化来减轻这种羞耻感和培养归属感，这项研究有可能让更多神经分化的学生留在高等教育中，从而有助于成为研究人员的多样化。迄今为止，尚无研究从现象学的角度探讨神经发散性学习者羞耻感在高等教育中的表现。此外，尽管人们对师生共情模型的兴趣越来越大，但没有研究调查这些模型是否有可能克服基于耻辱的学习障碍。最后，尽管自闭症研究已经开始摆脱以缺陷为中心的研究，越来越多地采用重视所有思维多样性的神经多样性范式，但其他形式的神经分化仍在追求正常化议程的研究中陷入困境。这项参与性研究将把所有形式的神经分化从病理框架中解放出来。本研究将参与式研究定位为范式而非方法论，从一开始就嵌入神经发散学生的认识论专业知识。研究问题基于符号互动主义的自我概念，即通过与他人和环境的互动以及对这些互动的解释，主观地构建自我。这是一种定性的、现象学的研究设计，它以自己的方式探索经验。解释现象学分析（IPA）是一个灵活而具体的框架，它关注行为和表达的每一个细微差别，以捕捉行动中的解释性意义制造。神经多样性领域参与性研究的最佳实践框架强调需要调整语言和方法，以允许参与者有意义的参与，这是响应性IPA进程的两个属性。一对一深度访谈将根据参与者关注的方向，了解生活经验的复杂性，并从非语言线索和手势中获取丰富的数据。