ABSTRACT
While positioning classroom as a very important pedagogical environment that can contribute to social reconstruction, cohesion, and reconciliation, this chapter seeks to demonstrate the importance of empathy in promoting dialogue between teachers and students while discussing sensitive topics related to history and in-group wrongdoings. The theoretical framework draws on work of Hoffman, Zemblyas, and Bar-On as influential scholars of empathy, peace education, and conflict resolution. Evidence is gathered from the observation and communication with pedagogues and teachers from primary schools from Herzegovina Neretva Canton in Federation Bosnia and Herzegovina. During the intensive two-day workshop participants went through specially designed experiential learning games and were supposed to “sit in the chair” of both victim and perpetrator (from the perspective of 1992–1995 war in Bosnia-Herzegovina). While practising active listening and perspective-taking, teachers were exposed to different narratives related to the same events from 1992–1995 war in Bosnia-Herzegovina and their behavioural and verbal responses were observed and documented for the purpose of developing a new concept of moving classroom. Further implications for a moving classroom development are discussed in line with the proposed theoretical framework.
