ABSTRACT ‘Difficult’ or potentially discomforting diversity topics and critical, unsettling pedagogies often induce resistances or charges of ‘irrelevance’ in teacher education contexts. In teaching with these topics and pedagogies, there is often a significant emphasis on fostering and utilising the process of empathy in productive ways to change attitudes and reduce social injustices. Drawing on a selection of illustrative accounts from three qualitative studies in schools in Ireland, interwoven with media commentary and some personal catalytic reflections, this paper explores (a) how an emphasis on empathy is not without its limits and restrictive effects in teacher education and (b) the generative possibilities yielded by situating empathy within a queer pedagogy of emotion. This paper’s close attention to and illustration of the limits of empathy within the context of teaching about gender and sexuality diversity opens a new consideration of empathy within a queer pedagogy of emotion and considers the broader potential of this for teaching about diversity in teacher education. Ultimately, this paper advances an argument for a constant watchfulness about how we are responding to diversity dilemmas in teacher education on the premise that such attention can yield new pedagogical imaginaries and possibilities.

中文翻译：

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关于教师教育多样性的教学和学习中移情的批判性想象

摘要 在教师教育背景下，“困难”或可能令人不安的多样性主题和批判性的、令人不安的教学法经常引起抵制或指责。在这些主题和教学法的教学中，通常非常强调以富有成效的方式培养和利用同理心的过程，以改变态度并减少社会不公正。本文从爱尔兰学校的三项定性研究中选取了一些说明性的说明，并结合媒体评论和一些个人催化反思，探讨了 (a) 对同理心的重视如何在教师教育中并非没有限制和限制作用，以及 ( b) 将同理心置于奇怪的情感教学法中所产生的生成可能性。本文密切关注并说明了在性别和性多样性教学背景下同理心的局限性，开启了对情感酷儿教学法中同理心的新思考，并考虑了这在教师教育多样性教学中的更广泛潜力。最终，本文提出了一个论点，即我们如何应对教师教育中的多样性困境，前提是这种关注可以产生新的教学想象和可能性。