Education Commons^™

Rehearsing For Transformation: Theatre Of The Oppressed, Pedagogy And Human Rights, Amir Al-Azraki

Pedagogy and Theatre of the Oppressed Journal

The report showcases a series of TO training workshops and projects in several contexts and settings. The aim of the report is to show how TO techniques and forms could contribute to the transformation of the learning environment and the social justice issues relevant to diverse communities across cultures (North America, Latin America, Middle East). It highlights and facilitates critical discourse and interchange through working with various participants (students, faculty, refugees, women, artists, prison staff etc.) and tackling significant issues such as trauma, violence, oppression, discrimination, gender inequality and homophobia. The report shows how TO could be used as a …

Teaching And Learning Through Shared Grief And Loss During Covid-19, Amanda Thorpe

Michigan Reading Journal

The closure of Michigan’s schools and the emergency learning that followed no doubt kept students and teachers safe during a global pandemic, but the fallout from these transitions is differing amounts of shared grief and loss among students and teachers. Giving staff and students time, space, and resources to process this will be essential in any plan for returning to learning in the fall.

Socially Just Trauma-Informed Responses To Covid-19 With Undocumented Communities, Daniela Dominguez

Journal of Interdisciplinary Perspectives and Scholarship

No abstract provided.

Preparing North Carolina Principals For Trauma-Sensitive Leadership, Tawannah G. Allen, Anthony Jackson, Dustin Namath Johnson, Derrick D. Jordan

Journal of Organizational & Educational Leadership

Childhood trauma is an all-too common factor in the lives of students and their families. Schools and communities across America are more likely to serve families that have experienced trauma (Anderson, 2016). Although trauma or toxic episodes can impact families across the economic spectrum, children living in poverty, in socially isolated areas, and in economically distressed communities are often disproportionately affected. Statistics offered by the National Resiliency Institute (2018) are as equally dismal, in that 72% of children and youth will experience a traumatic episode caused by abuse, neglect, the loss of their homes to hurricanes, fires, earthquakes, incarceration, parental …

Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore

The Language and Literacy Spectrum

In The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy (2019), Elizabeth Dutro provides educators with heart-felt, inquiry-based strategies for using trauma as pedagogy in literacy classrooms. This book describes how to situate both educators and children to provide testimony and be critical witnesses in an effort to allow life knowledge, empathy, and wisdom be brought to classroom learning experiences. Dutro uses classroom vignettes and student work samples to illustrate how the concept of trauma as pedagogy can be applied across genres. Experiences and examples of literacy instruction in children's work from several elementary classrooms, from second grade through …

Southeast Asian Refugee-Learners: Identities Informing Esl Education And Support, Andrew J. Perlman

Journal of Southeast Asian American Education and Advancement

Serving as a synthesis of previously published studies and digests, this paper focuses on Southeast Asian refugees in America to address the complex interaction between refugee-learners’ ongoing construction of identity and the ESL environment. Drawing on a wealth of historical and contemporary research on one of America’s most prominent refugee populations, this exploration highlights the traits that constitute Southeast Asians as a unique group of learners due to their shared histories of trauma; social, cultural and religious influences; and ongoing sociocultural and linguistic negotiations of identity during resettlement. As a result, ESL programs and practitioners become critical to both language …

Creating Classroom Community To Welcome Children Experiencing Trauma, Katherina A. Payne, Jennifer Keys Adair, Shubhi Sachdeva

Occasional Paper Series

How elementary and early childhood classrooms engage with socio-emotional learning is deeply connected to creating a classroom community. Yet, much of socio-emotional learning curricula focuses on the individual child, rather than on the everyday interactions that build and sustain community. During the Civic Action and Young Children study, we spent a year in a Head Start preschool in Texas, where we noticed that although many children in the class struggled with varied difficult circumstances including poverty, homelessness, discrimination and threat of deportation, the teachers did not label them as homeless, illegal immigrants or poor. Additionally, children seemed to help one …

Emotionally Responsive Practice As Trauma Informed Care: Parallel Process To Support Teacher Capacity To Hold Children With Traumatic History, Lesley Koplow, Noelle Dean, Margaret Blachly

Occasional Paper Series

This article features an adult-focused trauma informed approach that is an integral part of Bank Street’s Emotionally Responsive Practice work in schools. The authors share stories of parallel process work with teachers and administrators in various school settings, giving the reader insight into an approach that supports integration of the teacher’s past and present, and promotes empathy for the children they once were, as well as the children who fill their classrooms. The work is situated within the context of the high prevalence of Adverse Childhood Experiences that impact our communities of both children and adults, and leave them vulnerable …

Looking For Trouble And Causing Trauma, Marquita D. Foster

Occasional Paper Series

The purpose of this paper is to examine the genuine but misguided efforts to address the behaviors of Pre-K students in a Texas public school. After espousing the concept of building strong children through correction, evaluation, and intervention in my role as assistant principal, I began to question how these methods tended to lead to pathologizing the behaviors of Black pre-kindergarteners in my school. In an attempt to find solutions to the children's perceived misbehavior, Pre-K teachers were charged with utilizing PBIS strategies and the RTI process for behavior. Social and emotional learning (SEL) was also considered. We discovered that …

“Raining” In Your Emotions As A Student Affairs Professional, Chantel J. Vereen

The Vermont Connection

As younger generations of student affairs professionals become

more involved in the field and aware of their mental health

identity, there appears to be a disconnect between young professionals

and those who are older and keep the state of their mental

health hidden. The author questions whether young professionals’

openness about their mental health identity lines up with the

institutional/general professional expectations for dealing with

emotional trauma in their field. In this narrative, I discuss my

understanding of how student affairs professionals encounter

tragedy while holding their own mental health wellness. I will

further delve into how professionals can feel …

Building Resilience Through Culturally Grounded Practices In Clinical Psychology And Higher Education, Catarina Campbell, Phyu Pannu Khin

The Vermont Connection

There is no “one size fits all” approach when it comes to the process of healing, particularly for individuals who are continuously affected by the many barriers and impacts of systemic oppres- sion. This reality demands the sustained development of a praxis rooted in trauma-informed and culturally grounded care so that we may better serve our most-impacted communities (such as Black, Indigenous and People of Color [BIPOC], disability, queer, and survivor communities). As practitioners in the fields of Clinical Psychology and Higher Education, we engage in cross-disciplinary analysis so that we may amplify and share our tools for collective healing. …

Association Of Drowning Mortality With Preventive Interventions: A Quarter Of A Million Deaths Evaluation In Brazil, David Szpilman, Danielli B. Mello, Ana Catarina Queiroga, Rogerio Ferreira Emygdio Rfe

International Journal of Aquatic Research and Education

In 2015, drowning in Brazil was responsible for 6,043 deaths and was the second leading cause of death in children. Although several prevention strategies have been promoted to reduce drowning, most are still based on low levels of evidence. This study evaluated the effectiveness of prevention and water safety interventions in reducing drowning mortality. Data obtained from the National Mortality System for 36 years were split in two time periods to allow the comparison of drowning mortality numbers before and after implementation of SOBRASA’s drowning prevention and water safety programs and to check for any positive effects attributable to such …

The Relationship Between Trauma Symptoms, Developmental Work Personality, And Vocational Identity, Melissa Zeligman, Diandra J. Prescod, Latoya Haynes-Thoby

Journal of Counselor Preparation and Supervision

Developmental work personality and vocational identity can be greatly affected by traumatic events in an individual’s life. Although studies exist examining the relationship between trauma and career development, more research is needed to understand the relationship between the two. This study examined the relationship between trauma symptoms, developmental work personality, and vocational identity. Results indicate that participants who experienced high levels trauma had lower scores on developmental work personality and vocational identity.

Auto-Bio-Fiction La Litterature A La Poursuite Du Reel Dans Lambeaux, De Charles Juliet, Carole Auroy

BAU Journal - Society, Culture and Human Behavior

Separated at the age of three months from his sick mother following a depression and attempted suicide, Charles Juliet only discovered her existence at her funerals seven years later. It took him many more years to relate the tragedy experienced by this woman to the policy of extermination which, under the occupation, caused the death by starvation in psychiatric institutions. Between 1983 and 1995, the novel was accompanied by a hard biographical investigation; the writer attempted to uncover the mystery of his own depths and the origins of his own story: he came out enlightened on the feeling of guilt …