Beyond empathy

Area of Science:

• Education
• Social Psychology
• Curriculum Studies

Background:

• Anti-homophobia education is often absent from teacher training curricula.
• Graduates enter a school system where homophobia negatively impacts LGBTQ+ students.
• Religious students may hold deeply ingrained homophobic beliefs affecting their identity.

Purpose of the Study:

• To explore effective strategies for confronting homophobia in religious education students.
• To examine pedagogical approaches that address ethical conflicts between homophobia and respect.
• To enhance future teachers' preparedness to combat homophobia in educational settings.

Main Methods:

• Utilizing anti-homophobia strategies within critical education courses.
• Focusing on the discursive production of identity, feelings, and beliefs.
• Shifting pedagogical focus from empathy to ethical conflicts when necessary.

Main Results:

• Empathy-focused strategies may be insufficient for students with strong religious discourses on homophobia.
• Confronting ethical conflicts between homophobia and respect can provoke less oppressive behaviors.
• The process exposes the prevalence of homophobia, improving students' readiness to address it.

Conclusions:

• Teacher education must integrate robust anti-homophobia strategies.
• Pedagogical approaches should address the ethical dimensions of homophobia.
• Effective interventions prepare educators to foster inclusive and democratic classroom environments.