Country, identity and sharing
Australian indigenous Children's perspectives on their own indigeneity - A further case for authentic empathy
Datos Bibliográficos
| ID | 2390569 |
|---|---|
| Autores | Tracey J Woolrych (0000-0002-2842-8418, University of Wollongong, Wollongong, NSW, Australia), M J Eady (0000-0001-5624-0407, University of Wollongong, Wollongong, NSW, Australia, autor de correspondencia), Holly Capocchiano (0000-0002-7462-898X, University of Wollongong, Wollongong, NSW, Australia) |
| Año | 2025 |
| Fecha de publicación | 2025-08-06 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Culture & Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 1354-067X • E-ISSN: 1461-7056 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1354067x251366691 |
| OpenAlex | W4413035687 |
| Idioma | EN |
| Referencias citadas | 47 |
Culture, as part of socialisation processes, has an important role to play in child development. Embedded in the everyday lived experience, culture promotes accepted values and behaviours that children adopt and express in later adulthood. These values become intrinsic and aid in the development of prosocial skills. However, the role of culture in the development of empathy in children is sparse, relying on experimental and survey-based studies rather than focusing on children's own perspectives. This study provides a unique and rarely seen opportunity to explore culture through drawings with Yolŋu (Indigenous inhabitants of East Arnhem Land) children, from a very small, remote community near the coast of tropical north Australia. By observing children's perspectives of their own culture, links to different types of empathy are made. Through the use of a two-step iterative abductive analytical process, thematic analysis of the drawings and insights provided by interview transcripts revealed themes of: Country; Identity; and Sharing. These themes revealed a new understanding of empathy, broadening our understanding of what empathy is and how it is demonstrated. This research highlights the important role culture has in the development of authentic empathy in children
Aesthetics · Art · Biology · Empathy · Indigenous · Sociology · Animal and Plant Science Education · Children's Rights and Participation · Gender Studies · Human-Animal Interaction Studies · Psychology · Social Psychology · Ecology
Empathy and Moral Development
The Science of Empathy
Western science and traditional knowledge
Prosocial Development
Kincentric Ecology
The empathic brain
The Neural Substrate of Human Empathy
Towards an Australian model of culturally nourishing schooling
Empathy
Sympathy, Compassion, and Empathy in English and Russian
Internalization
The relations of ego-resiliency and emotion socialization to the development of empathy and prosocial behavior across early childhood
Building cultural bridges with Aboriginal learners and their ‘classmates’ for transformative environmental education
Empathy and Observed Anger and Aggression in Five‐Year‐Olds
A Way of Visualising Children's and Young People's Thoughts about the Environment
Empathy, place and identity interactions for sustainability
People Needs Country
Importance of Land, family and culture for a good life
Sympathy through affective perspective taking and its relation to prosocial behavior in toddlers
Prosocial development in middle childhood
The role of moral emotions in the development of children’s sharing behavior
Prosocial development in adolescence
Authentic Empathy
Mingadhuga Mingayung
Using thematic analysis in psychology
Negotiating Indigeneity
Cultures and Selves
Draw-and-Tell Conversations With Children About Fear
Empathy as a buffer
Japanese Adolescent Boys' Senses of Empathy (Omoiyari) and Carol Gilligan's Perspectives on the Morality of Care
Differences in Empathic Concern and Perspective Taking Across 63 Countries
Parental Expectations and Prosocial Behavior of Adolescents From Low-Income Backgrounds
Influences on Children's Sharing in a Multicultural Setting
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |