Teaching About Homelessness – Embodied Learning, Recognising Prior Learning and Experience, and the Key Role of Empathy

Abstract

The adoption of a research-informed approach to teaching about homelessness has allowed the authors to provide diverse groups of learners with a range of traditional and more embodied educative experiences, both inside and outside of the classroom. While conventional research methods and outputs have provided a useful starting point for learners with no or limited working knowledge of homelessness, innovative approaches to research and outputs – which have prioritised giving a voice to homeless people themselves – have been particularly important in developing the critical empathy of learners towards the subject. To ensure an effective relationship between research and teaching (particularly when teaching those who work in the homelessness sector), the authors needed a good understanding of the prior learning and experiences, roles, operating contexts and needs of their learners, to teach from a position of empathy, and to work collaboratively with learners to further understanding.

Citation

Irving, A., Harding, J. and Moss, O. (2024), "Teaching About Homelessness – Embodied Learning, Recognising Prior Learning and Experience, and the Key Role of Empathy", McGovern, W., Gillespie, A., Brandon, T. and McInnes, A. (Ed.) Developing and Implementing Teaching in Sensitive Subject and Topic Areas: A Comprehensive Guide for Professionals in FE and HE Settings, Emerald Publishing Limited, Leeds, pp. 59-69. https://doi.org/10.1108/978-1-83753-126-420241006