Reclaiming the radical: Using fiction to explore adult learning connected to citizenship

Gouthro, Patricia A.; Holloway, Susan M.

doi:10.1080/02660830.2013.11661640

Cited by 25 publications

(13 citation statements)

References 27 publications

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“…Reading novels creates such feelings, thereby complicating ethical theory, and forcing students to apply what they are learning in considering difficult, realistic conundrums. Gouthro and Holloway (2013) note that adult education policies and practices in recent years are skewed toward fulfilling the perceived needs of the marketplace over enriching and diversifying the experience of the student. Gouthro and Holloway propose the reading and writing of fiction as a crucial aspect of adult education, allowing students to take on different perspectives, explore worldviews outside their own, and consider various ethical and philosophical questions through the prism of stories.…”

Section: Literature Reviewmentioning

confidence: 98%

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Beise

Sherr

2015

Journal of Human Behavior in the Social Environment

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This article examines the use of fictional literature as a method for helping students apply human behavior theory in competent practice. When students and educators read a poem, short essay, or novel, it allows them the opportunity to join together as an audience as they tease out teachable lessons from the story. The authors posit that when used in human behavior and the social environment courses, fictional literature allows educators and students to experience abstract content as more concrete. Following a brief literature review, we examine one novel through the lens of three different human behavior theories.

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Section: Literature Reviewmentioning

confidence: 98%

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Beise

Sherr

2015

Journal of Human Behavior in the Social Environment

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“…Other scholars have focused on how fiction can cultivate critical social reflection and empathy. Some have argued that fiction can be used as an innovative pedagogical tool for critical reflection by providing narratives that explore complex social issues in detail (Gouthro & Holloway, 2013, 2018Hoggan & Cranton, 2015;Jarvis & Gouthro, 2019). Using fiction in professional practice contexts can prepare students for a variety of difficult experiences clients may face (Clover, 2015 as cited in Gouthro & Holloway, 2018;Jarvis & Gouthro, 2019).…”

Section: Fiction-based Pedagogymentioning

confidence: 99%

“…The material on gender diversity specific to child and youth care is very thin (Clark, 2017;James, 2019;Skott-Myhre & Wagner, 2014), with no literature at all on effective teaching practices. There is a very rich adult education literature on the potential for using fiction to develop empathetic engagement leading to analytical abilities for critical reflection and internal perspective transformation (Gouthro & Holloway, 2013, 2018Hoggan & Cranton, 2015;Jarvis & Gouthro, 2019). Yet within this literature, fiction's potential is only implied, with little to no work on how empathy or ideological critique can be cultivated in adult students when using this arts-based technique.…”

Section: Fiction-based Pedagogymentioning

confidence: 99%

Fiction, Empathy, and Gender Diversity

James

2020

IJCYFS

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To better understand how using a novel in a child and youth care classroom impacts empathy in relation to gender diversity, a qualitative study was constructed. Data were gathered using an online questionnaire administered to child and youth care practitioner students. These students had engaged with the novel Scarborough (Hernandez, C. [2017]. Scarborough: A novel. Arsenal Pulp) in a course about foundational therapeutic knowledge. The study sought to identify: (a) what perceptions and emotions were evoked by engaging with the narrative of a young person exploring gender; (b) what, if any, aspects of empathetic connection emerged in relation to this exploration; and (c) what, if any, connections were made to the theoretical material taught in the course. The study incorporated child-and-youth-care-specific and critical social theory frameworks, and theorized about evocative objects and the concept of empathetic distress. The findings suggest that novel-based teaching can elicit from students, or help them express, higher-order empathy in relation to gender diversity, and that a narrative about the struggle to live as one’s genuine self is one possible pathway towards achieving this empathetic connection. Additional research is needed to investigate these preliminary findings and to address bias in the existing literature on adult education and the use of fiction.

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“…Hoggan and Cranton (2015) used a short story to promote critical reflection on transformative learning. Fiction can stimulate awareness of inclusivity and social justice (Gouthro and Holloway 2013;Green 2013;Tisdell 2008) and promote critical engagement with the values and power dimensions of professions, such as health professions (Kinsella 2007) and teaching (Wright and Wright 2013). Although this article focuses on learning outside educational institutions, this broader literature demonstrates that fictional texts can be part of an institution-based curriculum that challenges assumptions and critiques power.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Fiction as feminist pedagogy: an examination of curriculum and teaching strategies embodied in the novel

Jarvis

2019

Studies in Continuing Education

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This article argues that fiction can operate as a critical feminist curriculum and discusses how this manifests itself in terms of content and teaching methodologies. It uses a close reading of Naomi Alderman's dystopian fiction The Power (2016) to explore this, complemented by an analysis of a discussion between Alderman and readers participating in a book club organised through the UK discussion forum Mumsnet. It concludes that fiction can stimulate learning and critical reflection, in this instance with respect to gender and power, thus functioning as critical feminist pedagogy.

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Reclaiming the radical: Using fiction to explore adult learning connected to citizenship

Cited by 25 publications

References 27 publications

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Fiction, Empathy, and Gender Diversity

Fiction as feminist pedagogy: an examination of curriculum and teaching strategies embodied in the novel

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