| Title | 23. Embracing compassion |
|---|---|
| Subtitle | Nonviolent communication for transformative teaching and learning in higher education |
| Contributor | Anna Troisi (author) |
| DOI | https://doi.org/10.11647/obp.0462.23 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.23 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Anna Troisi; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | This chapter explores how compassion can be embedded into higher education teaching and learning environments through existing methodologies such as Nonviolent Communication (NVC) and design for change. Drawing on a case study from a Creative Computing undergraduate course, it examines the use of co-inquiry and relational feedback practices to support inclusive, dialogic learning spaces. Rather than introducing new roles or responsibilities, the approach recognises compassion as a teachable and learnable skill that shapes how feedback is communicated, how belonging is cultivated, and how decisions are co-developed. By shifting from reactive fixes to proactive and co-designed strategies, the work illustrates how relational methods can support pedagogical transformation, particularly in contexts marked by marginalisation and difference. |
| Page range | pp. 267–282 |
| Print length | 16 pages |
| Language | English (Original) |
Anna Troisi is a Reader in Creative Computing and Equitable Futures at the Creative Computing Institute, University of the Arts London. A Principal Fellow of the Higher Education Academy (PFHEA) and recipient of a National Teaching Fellowship (2024), she is internationally recognised for her innovative use of Nonviolent Communication (NVC) to build more inclusive, dialogic, and compassionate teaching/learning environments. Her interdisciplinary work integrates the Social Model of Disability, co-design methodologies, and relational pedagogies to reimagine how curriculum and feedback can support justice, wellbeing, and belonging—particularly for students from marginalised and underrepresented backgrounds.