Related Papers
Everett (2021) Trauma Informed-Teaching Cultivating Healing Centered ELA Classrooms
Sakeena Everett, Ph.D.
Schools: Studies in Education
A Call for Healing Teachers Loss, Ideological Unraveling, and the Healing Gap
2019 •
Antero Garcia
This article describes the need to address the emotional health and healing of teachers in schools today. Specifically, I highlight the gap between how we support students healing from loss and the lack of such support offered to teachers. This fissure leads to burnout and an ideological unraveling of teacher identity. Sharing personal experiences, I ground this article in my tacit classroom experience. Furthermore, I explore what is missing in systemic attempts to sustain social and emotional learning in schools. Highlighting three dimensions of healing that can be addressed to answer this call for teacher healing, this work points to how teachers’ fullest selves emerge and sustain classroom learning when healing is a priority. By specifically noting that healing brings together the ruptured selves of teachers, fosters empathy within classrooms, and offers specific guidance for humanizing classroom design, I explain how teacher education can work toward healthier approaches to teaching careers.
Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs. Occasional Paper Series 43
2020 •
Gail Boldt
Current Issues in Comparative Education
Reimagining Education
Dawn Brooks-Decosta
In this paper, a Principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students and families in order to persevere. The pandemic disporportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also ...
Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom
2018 •
Stephanie Cariaga
Author(s): Cariaga, Stephanie Michele | Advisor(s): Solorzano, Daniel | Abstract: Trauma has a significant impact on marginalized communities (Ginwright, 2016) and is an issue that should be addressed within schools (Ko et al., 2008). The problem is that schools are themselves a site of violence, where young people become disembodied from their own righteous rage and resilience (Duncan-Andrade, 2009), and teachers learn to silence their own needs in order to fully serve their students (Hydon et al., 2015). This dissertation therefore explores ways to take back the various ways of knowing we hold in our bodies, minds, and spirits, and channel them into pedagogies of wholeness, which embrace the full humanity of young people at the margins and the teachers who serve them, in order to heal from personal and collective pain. Focusing on the context of an English classroom and my own teaching as a teacher/researcher, I explore the following questions:• How do Students of Color describe t...
Journal of English Learner Education
Social-emotional learning in TESOL: What, why, and how
2020 •
Luis Javier Pentón Herrera
Advancing Emancipatory Pedagogy: A Transdisciplinary, Educational Framework for Healing and Liberation
2022 •
Charles Chip Mc Neal, M.Ed., Ph.D.
This inquiry addresses systemic inequities and systematic injustices in the public educational paradigm that disadvantage students of color and compromises their social and academic achievement. This research aims to distinguish a pedagogical framework meant to benefit African American students by increasing their connection to curricular content, motivation, and self-knowledge, resulting in improved academic and life achievement. The research analyzes educational literature through the theoretical lens of critical pedagogy and social-cultural learning theory. The implications of using multiple paradigmatic and theoretical frameworks in K-12 education research are also considered. A solution is proposed for restoring humanity to public education by creating an original transdisciplinary, conceptual educational framework that builds on existing theories of promising practice, leveraging the intermingling of multiple theories, paradigms, and perspectives. A transdisciplinary approach exposes new ways of thinking, aids in accurately investigating the research question, and reveals solutions that might otherwise be obscured (Montuori, 2013a, 2013b, 2013c). A new macro-term, emancipatory pedagogy, is proposed, with the term codified as a mega-concept inclusive of various social justice principles and liberatory concepts.
Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class
Kokka, K. (2019). Healing-informed social justice mathematics: Promoting students’ sociopolitical consciousness and well-being in mathematics class. Urban Education, 54(9), 1179-1209.
2019 •
Kari Kokka
Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students' sociopolitical consciousness, mathematics learning, and well-being.
Literacy Research: Theory, Method, and Practice
Assembled Identities and Intersectional Advocacy in Literacy Research
2018 •
Carol Brochin
In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the classroom. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing—creating classrooms that explicitly reflect the intersectional identities of students. I conclude with a focus on how elementary school teachers can draw from students’ multiple identities and develop intersectional advocacy in their classrooms and schools.
Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice: Opportunities and Challenges of Arts-based Work and Research with Young People
2021 •
Dana E. Wright
This book explores how researchers, educators, artists, and scholars can collaborate with, and engage young people in art, creative practice, and research to work towards social justice and political engagement. By critically interrogating the dominant discourses, cultural, and structural obstacles that we all face today, this volume explores the potential of critical arts pedagogies and community-based research projects to empower young people as agents of social change. Chapters offer nuanced analyses of the limits of arts-based social justice collaborations, and grapple with key ethical, practical, and methodological issues that can arise in creative approaches to youth participatory action research. Theoretical contributions are enhanced by Notes from the Field, which highlight prime examples of arts-based youth work occurring across North America. As a whole, the volume powerfully advocates for collaborative creative practices that facilitate young people to build power, hope, agency, and skills through creative social engagement. This volume will be of interest to scholars, researchers, postgraduate students, and scholar-practitioners involved in community- and arts-based research and education, as well as those working with marginalized youth to improve their opportunities and access to a quality education and to deepen their political participation and engagement in intergenerational partnerships aiming to increase the conditions for social justice.
