Table 1 Empathetic learning with... | Emerald Publishing

Table 1

Empathetic learning with principles, sample quotes and citations

Group A: Empathetic learning
Learning by …	Principle	Quote	References
1. Chatting, storytelling, and yarning	Work environments are dynamic learning centres of dialogue and professional exchange through chatting and storytelling. For many First Nations people, however, oral communication is the most significant medium through which knowledge, culture and kinship ties are produced, practised, and maintained. In Australia, for example, this diverse set of verbal practices is called “yarning”. Yarning is like chatting, but is more than the informal exchange of words	“Education should not just be about learning to read and write or memorising facts and formulas. Rather education should be grounded in the everyday lives of those involved” (Carlson and Frazer, 2018, p. 47) “By empowering Aboriginal women to yarn up, we are encouraged to talk about our experiences resulting in our voices being authorised as knowers and doers” (Mooney et al., 2018, p. 268)	_■ Bessarab and Ng'andu (2010) _■ Gabriel (2000) _■ Walker et al. (2014) _■ Ybarra et al. (2011)
2. Listening and asking questions	Learning occurs when participants in work environments listen to each other and ask questions, sometimes formally (such as in an interview), sometimes informally (such as during instructional exchange) and sometimes non-formally (such as during leisurely exchange)	“ … the emergence of tensions, contradictions and dissent maybe heightened such that careful listening and mediation may propel new cycles of expansive learning and agency” (Bang and Vossoughi, 2016, p. 182)	_■ Souto-Manning and Cheruvu (2016) _■ Walsh and Sattes (2016) _■ Willis (2019)
3. Observing, making, and tinkering	Individuals glean a great deal from watching their colleagues work, and by making and tinkering themselves	“I enjoyed watching and learning from my classmates, especially those that [sic] were not afraid to incorporate humour into their work” (Craig et al., 2017, p. S52)	_■ Banks (2018) _■ DiGiacomo and Gutiérrez (2016) _■ Vossoughi and Bevan (2014)

Group A: Empathetic learning
Learning by …	Principle	Quote	References
1. Chatting, storytelling, and yarning	Work environments are dynamic learning centres of dialogue and professional exchange through chatting and storytelling. For many First Nations people, however, oral communication is the most significant medium through which knowledge, culture and kinship ties are produced, practised, and maintained. In Australia, for example, this diverse set of verbal practices is called “yarning”. Yarning is like chatting, but is more than the informal exchange of words	“Education should not just be about learning to read and write or memorising facts and formulas. Rather education should be grounded in the everyday lives of those involved” (Carlson and Frazer, 2018, p. 47)“By empowering Aboriginal women to yarn up, we are encouraged to talk about our experiences resulting in our voices being authorised as knowers and doers” (Mooney et al., 2018, p. 268)	_■ Bessarab and Ng'andu (2010) _■ Gabriel (2000) _■ Walker et al. (2014) _■ Ybarra et al. (2011)
2. Listening and asking questions	Learning occurs when participants in work environments listen to each other and ask questions, sometimes formally (such as in an interview), sometimes informally (such as during instructional exchange) and sometimes non-formally (such as during leisurely exchange)	“ … the emergence of tensions, contradictions and dissent maybe heightened such that careful listening and mediation may propel new cycles of expansive learning and agency” (Bang and Vossoughi, 2016, p. 182)	_■ Souto-Manning and Cheruvu (2016) _■ Walsh and Sattes (2016) _■ Willis (2019)
3. Observing, making, and tinkering	Individuals glean a great deal from watching their colleagues work, and by making and tinkering themselves	“I enjoyed watching and learning from my classmates, especially those that [sic] were not afraid to incorporate humour into their work” (Craig et al., 2017, p. S52)	_■ Banks (2018) _■ DiGiacomo and Gutiérrez (2016) _■ Vossoughi and Bevan (2014)