Alyssa Hadley Dunn is an associate professor in the Department of Teacher Education at Michigan State University, and author of Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools.

• ContentsAcknowledgments xi1. Introduction 1Days After That I Remember, as Student and Teacher 4Teachable Moments in Service of Justice 8On Silence 9What This Book Is About 11Why Teaching on Days After Matters—and Why Now 12What Is "Days After Pedagogy"? 13How This Book Is Organized 15Student Spotlight: Days After Sandy Hook 16Marlena Young2. Guiding Frameworks 22Guiding Frameworks in Context: Today's Classrooms as 24Spaces for Days After PedagogyAsset-Based and Justice-Oriented Pedagogies 25A Sociopolitical Education 30Trauma Responsiveness and Socioemotional Learning in the Classroom 35Conclusion 39Theories in Practice: A Letter From a Teacher to His Students 40Student Spotlight: Days After Community Turmoil 43Roxy Mashkawiziikwe Sprowl3. Toward a Purpose for Freedom: Why Teach on Days After 47Days After Pedagogy Supports Student Agency and Voice 48Days After Pedagogy Works Against Oppression 53Days After Teaching Redefines "Relevance" 56Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58Days After Pedagogy Responds to Trauma in a Meaningful Way 61Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62Days After Pedagogy Offers a Space for Transformative Learning 65Days After Pedagogy Is Sustaining for Students and Teachers 70Conclusion 74Student Spotlight: Days After Parkland 75Deidre Gorkowski4. Putting Students First: Who We're Teaching on Days After 77Days After Pedagogy Is About Knowing Students Deeply 80Days After Pedagogy Is for All Ages 82Days After Pedagogy Is for All Content Areas 89Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93Conclusion 96Student Spotlights: Days After in 2020–2021 97Sudeshna Flores and Ava Rizzico5. Educators: Who Is Doing the Teaching on Days After? 101Days After Pedagogy Requires Teachers to Be Vulnerable 102Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119Conclusion 128Student Spotlights: Days After the Capitol Attack 129Corabella Dover and Marjorie Wiese6. The Intersections of Teaching and Politics on Days After 131Days After Elections 132Days After Gun Violence 138Days After Environmental Crises 143Days After Gender Injustice 148Student Spotlights: Days After Racial Injustice 153Camille Dotson, Taliyah V. Andrews, and Maya Andrews7. The Intersections of Teaching, Racism, and WhiteSupremacy on Days After156Days After Global Terrorism in a U.S. Context 157Days After Racial Violence 161Days After White Supremacist Events 165Days After Immigration Injustice 169Days After Local Racial Injustice 172Conclusion 177Student Spotlight: Looking Back on Days After 179Paige Carletta8. Conclusion 180Part 1: Institutionalizing a Space for Days After Pedagogy 180Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185Epilogue: January 2021 192"What Will We Tell the Children?" 194Appendix A: A Letter to Educators and Children 197Appendix B: Methods 199Appendix C: Participant Profiles 201Appendix D: Social Media Resources for Supporting Days After Pedagogy 207References 213Index 219About the Author 225

“In her new book, Teaching on Days After: Educating for Equity in the Wake of Injustice, Alyssa Hadley Dunn, an associate professor of teacher education at Michigan State University, thoughtfully describes how schools can and must create authentic opportunities for students to process, understand, and respond to events including natural disasters, political turmoil, racial injustice, and gun violence.”—NASSP Principal Leadership

Alyssa Hadley Dunn is an associate professor in the Department of Teacher Education at Michigan State University, and author of Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools.

• ContentsAcknowledgments xi1. Introduction 1Days After That I Remember, as Student and Teacher 4Teachable Moments in Service of Justice 8On Silence 9What This Book Is About 11Why Teaching on Days After Matters—and Why Now 12What Is "Days After Pedagogy"? 13How This Book Is Organized 15Student Spotlight: Days After Sandy Hook 16Marlena Young2. Guiding Frameworks 22Guiding Frameworks in Context: Today's Classrooms as 24Spaces for Days After PedagogyAsset-Based and Justice-Oriented Pedagogies 25A Sociopolitical Education 30Trauma Responsiveness and Socioemotional Learning in the Classroom 35Conclusion 39Theories in Practice: A Letter From a Teacher to His Students 40Student Spotlight: Days After Community Turmoil 43Roxy Mashkawiziikwe Sprowl3. Toward a Purpose for Freedom: Why Teach on Days After 47Days After Pedagogy Supports Student Agency and Voice 48Days After Pedagogy Works Against Oppression 53Days After Teaching Redefines "Relevance" 56Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58Days After Pedagogy Responds to Trauma in a Meaningful Way 61Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62Days After Pedagogy Offers a Space for Transformative Learning 65Days After Pedagogy Is Sustaining for Students and Teachers 70Conclusion 74Student Spotlight: Days After Parkland 75Deidre Gorkowski4. Putting Students First: Who We're Teaching on Days After 77Days After Pedagogy Is About Knowing Students Deeply 80Days After Pedagogy Is for All Ages 82Days After Pedagogy Is for All Content Areas 89Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93Conclusion 96Student Spotlights: Days After in 2020–2021 97Sudeshna Flores and Ava Rizzico5. Educators: Who Is Doing the Teaching on Days After? 101Days After Pedagogy Requires Teachers to Be Vulnerable 102Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119Conclusion 128Student Spotlights: Days After the Capitol Attack 129Corabella Dover and Marjorie Wiese6. The Intersections of Teaching and Politics on Days After 131Days After Elections 132Days After Gun Violence 138Days After Environmental Crises 143Days After Gender Injustice 148Student Spotlights: Days After Racial Injustice 153Camille Dotson, Taliyah V. Andrews, and Maya Andrews7. The Intersections of Teaching, Racism, and WhiteSupremacy on Days After156Days After Global Terrorism in a U.S. Context 157Days After Racial Violence 161Days After White Supremacist Events 165Days After Immigration Injustice 169Days After Local Racial Injustice 172Conclusion 177Student Spotlight: Looking Back on Days After 179Paige Carletta8. Conclusion 180Part 1: Institutionalizing a Space for Days After Pedagogy 180Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185Epilogue: January 2021 192"What Will We Tell the Children?" 194Appendix A: A Letter to Educators and Children 197Appendix B: Methods 199Appendix C: Participant Profiles 201Appendix D: Social Media Resources for Supporting Days After Pedagogy 207References 213Index 219About the Author 225

“In her new book, Teaching on Days After: Educating for Equity in the Wake of Injustice, Alyssa Hadley Dunn, an associate professor of teacher education at Michigan State University, thoughtfully describes how schools can and must create authentic opportunities for students to process, understand, and respond to events including natural disasters, political turmoil, racial injustice, and gun violence.”—NASSP Principal Leadership

Alyssa Hadley Dunn is an associate professor in the Department of Teacher Education at Michigan State University, and author of Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools.

• ContentsAcknowledgments xi1. Introduction 1Days After That I Remember, as Student and Teacher 4Teachable Moments in Service of Justice 8On Silence 9What This Book Is About 11Why Teaching on Days After Matters—and Why Now 12What Is "Days After Pedagogy"? 13How This Book Is Organized 15Student Spotlight: Days After Sandy Hook 16Marlena Young2. Guiding Frameworks 22Guiding Frameworks in Context: Today's Classrooms as 24Spaces for Days After PedagogyAsset-Based and Justice-Oriented Pedagogies 25A Sociopolitical Education 30Trauma Responsiveness and Socioemotional Learning in the Classroom 35Conclusion 39Theories in Practice: A Letter From a Teacher to His Students 40Student Spotlight: Days After Community Turmoil 43Roxy Mashkawiziikwe Sprowl3. Toward a Purpose for Freedom: Why Teach on Days After 47Days After Pedagogy Supports Student Agency and Voice 48Days After Pedagogy Works Against Oppression 53Days After Teaching Redefines "Relevance" 56Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58Days After Pedagogy Responds to Trauma in a Meaningful Way 61Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62Days After Pedagogy Offers a Space for Transformative Learning 65Days After Pedagogy Is Sustaining for Students and Teachers 70Conclusion 74Student Spotlight: Days After Parkland 75Deidre Gorkowski4. Putting Students First: Who We're Teaching on Days After 77Days After Pedagogy Is About Knowing Students Deeply 80Days After Pedagogy Is for All Ages 82Days After Pedagogy Is for All Content Areas 89Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93Conclusion 96Student Spotlights: Days After in 2020–2021 97Sudeshna Flores and Ava Rizzico5. Educators: Who Is Doing the Teaching on Days After? 101Days After Pedagogy Requires Teachers to Be Vulnerable 102Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119Conclusion 128Student Spotlights: Days After the Capitol Attack 129Corabella Dover and Marjorie Wiese6. The Intersections of Teaching and Politics on Days After 131Days After Elections 132Days After Gun Violence 138Days After Environmental Crises 143Days After Gender Injustice 148Student Spotlights: Days After Racial Injustice 153Camille Dotson, Taliyah V. Andrews, and Maya Andrews7. The Intersections of Teaching, Racism, and WhiteSupremacy on Days After156Days After Global Terrorism in a U.S. Context 157Days After Racial Violence 161Days After White Supremacist Events 165Days After Immigration Injustice 169Days After Local Racial Injustice 172Conclusion 177Student Spotlight: Looking Back on Days After 179Paige Carletta8. Conclusion 180Part 1: Institutionalizing a Space for Days After Pedagogy 180Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185Epilogue: January 2021 192"What Will We Tell the Children?" 194Appendix A: A Letter to Educators and Children 197Appendix B: Methods 199Appendix C: Participant Profiles 201Appendix D: Social Media Resources for Supporting Days After Pedagogy 207References 213Index 219About the Author 225

“In her new book, Teaching on Days After: Educating for Equity in the Wake of Injustice, Alyssa Hadley Dunn, an associate professor of teacher education at Michigan State University, thoughtfully describes how schools can and must create authentic opportunities for students to process, understand, and respond to events including natural disasters, political turmoil, racial injustice, and gun violence.”—NASSP Principal Leadership