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      Empathy: simple and inevitable? Development education and narratives of African poverty

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          Abstract

          This article critically examines how the concept of empathy is mobilized in the rhetoric of development education, and explores different ways of conceptualizing empathy as a pedagogical ideal and an affective experience. Its premise is that the concept of empathy has been insufficiently probed within academia, even though paradigm shifts in development have made the concept central to development education. In reference to narratives of African poverty, the article critiques literature depicting empathy as simple or inevitable within development education. It seeks to open up new possibilities for conceptualizing a form of empathy that prioritizes nuance and self-reflexivity. The article intends to contribute to development education by advocating more respectful, dialogical and self-aware cross-cultural engagement.

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          Author and article information

          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          UCL IOE Press
          1756-5278
          18 June 2019
          : 11
          : 1
          : 120-137
          Article
          1756-5278(20190618)11:1L.120;1- s8.phd /ioep/ijdegl/2019/00000011/00000001/art00008
          10.18546/IJDEGL.11.1.08
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          International Journal of Development Education and Global Learning
          Volume 11, Issue 1

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