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When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners' worldviews and shape their perceptions as global citizens through classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners' experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy.

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing upon the foundational principles of Imagination Creativity Education (ICE), our article examines the relational dimension in the context of classroom environments, as observed within the Canadian schooling system. We explore the landscape of a community of learnership – the lived and living practices of both students and teacher in the communal space in between, a space characterized as the transactional curriculum. We argue that teachers play a vital role in cultivating intentional relationships with students, one whose pedagogical responsibility focuses on establishing relationships, belonging, and dialogue; viewing students holistically for who they are and who they have the potential of becoming. Teachers who design such communities of learnership subscribe to pedagogical praxis, attending to their students' lived curricula in which deep, engaged, and innovative learning is enacted. In this article, we outline the principles of ICE, through which a community of learnership can be forged. Grounded in Freire's (1997) concept of gnoseologica of education, we expand on dialogic relationships that value curiosity, imagination, creativity, and innovation. We draw on one author's Grade 81 classroom inquiry to describe the lived experiences of an ICE community of learnership. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)