ABSTRACT

This study brings empathy to the centre of literacy practice by investigating children’s augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human–material–spatial–temporal assemblages. The empirical study was situated in a Finnish primary school in which children used an augmented story-crafting tool (MyAR Julle) to explore their local environment and to create and share their stories. The findings show how empathy emerged situationally across the children, other human beings, materials, technology and the natural world. The empathetic encounters of the children’s narratives were more than romantic or smooth encounters, instead competing and in tension with one another, calling moral reasoning and agency. The study shows the potential of sociomaterial theorising to change the way we think about children’s encounters with the world, using empathy as a framework.

摘要

这项研究通过调查儿童的增强故事，将同理心带到识字实践的中心，因为它与人类和超人类世界的同理心相遇有关。该研究应用了社会物质理论，将移情定义为跨人类-物质-空间-时间组合的关系和涌现。实证研究位于芬兰的一所小学，孩子们使用增强的故事制作工具（MyAR Julle) 探索当地环境，创造和分享他们的故事。研究结果表明，同理心是如何在儿童、其他人、材料、技术和自然世界中出现的。孩子们叙述的感同身受的遭遇不仅仅是浪漫或顺利的遭遇，而是相互竞争和紧张，称为道德推理和代理。该研究显示了社会物质理论在以同理心为框架来改变我们思考儿童与世界相遇的方式方面的潜力。