The Role of Compassion in Inclusive Learning and Teaching Practice

In this chapter I set out the argument that actively learning about, and being compassionate towards, the range of ways in which students experience learning are central components of truly inclusive learning and teaching. The policy themes addressed in this chapter are emotion and human relationships. Through the lens of the double empathy problem and drawing on concepts such as the implied and ideal student, the chapter explores how dominant societal narratives and our own experiences of learning can shape our assumptions around, and approaches to, learning and teaching, resulting in compassion only being given selectively to those we consider deserving. Finally, frameworks that can be used to promote inclusive, compassionate approaches are considered.