Lessening sensitivity:student experiences of teaching and learning sensitive issues


Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing at times, the students all valued being able to explore sensitive issues during their studies. The paper argues that it is though repeated exposure to sensitive issues within the classroom that the students became more comfortable with the issues. This process of lessening sensitivity is an important part of the emotional journey through higher education. It will argue that good student experiences need not always be positive emotions and that sensitive issues should be seen as an important part of transformational education.

Publication DOI: https://doi.org/10.1080/13562517.2014.957272
Divisions: Languages & Social Sciences > Sociology and Policy
Languages & Social Sciences
Languages & Social Sciences > Centre for Critical Inquiry into Society and Culture (CCISC)
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 2014, available online: http://www.tandfonline.com/10.1080/13562517.2014.957272 Funding: Higher Education Academy [grant number GEN470]
Uncontrolled Keywords: educational journey,emotions,sensitive issues,student experience,Education
Full Text Link: http://www.tand ... 404.2013.779656
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2015
Published Online Date: 2014-09-24
Authors: Lowe, Pam ( 0000-0001-5933-453X)



Version: Accepted Version

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