Trauma-Informed Teaching in Non-Traditional Spaces

Stories, Scholarship and Strategies

Häftad, Engelska, 2026

809 kr

Kommande

Trauma is prevalent in the lives of many but can be more observable in populations, cultures and spaces where the marginalised gather for support. This edited collection explores shifting understandings of trauma and how it can impact the learning environment, inviting educators to consider the implications for the way they hold their own classrooms, their students and themselves.This collection provides space for autoethnographic reflections on trauma in the classroom, qualitative and quantitative accounts of trauma in non-traditional educational settings, as well as strategies for supporting students and practitioners working in these areas. Each chapter will offer expert insights into how trauma manifests and interacts in different educational settings among different student cohorts including culturally and linguistically diverse, low socio-economic background and incarcerated students. The collection casts light on how trauma intersects in the lives of non-traditional students and the lives of educators and practitioners. It aims to increase educators’ trauma awareness, to promote discussions on the holistic needs of students and educators and to articulate a trauma pedagogy with practical applications for non-traditional educational spaces. Moving beyond the experience of the learner, this book explores the practitioner’s lived histories, their wellbeing, the emotional labour of the job, and how to maintain equilibrium for all participants in the learning context.An essential read for researchers and practitioner in the field of education, this book will also be of interest to mainstream teachers, tertiary educators, enabling educators and alternative educators.

Produktinformation

Utgivningsdatum2026-11-06
Mått156 x 234 x undefined mm
FormatHäftad
SpråkEngelska
Antal sidor200
FörlagTaylor & Francis Ltd
ISBN9781041313441

Tillhör följande kategorier

Anita Maclaurin is an AAUT award winning enabling educator and a trained High School Teacher and Creative Arts Therapist. She has been a Lecturer for University Preparation Pathways at Murdoch University, Australia since 2013. Currently she is the Program Coordinator of FlexiTrack High. Previously an International Baccalaureate teacher, a Curriculum Coordinator, and a Teaching and Learning coach. Her teaching and learning approaches are underpinned by social justice and constructivist theory, educational psychology and creative pedagogical process. Her research focus is on authentic and engaging enabling programs, holistic curriculum design, trauma informed pedagogies and the emotional labour demands on enabling educators.Dr Angela Jones is a Senior Lecturer in Access and Equity, and course coordinator of UniPrep programs at Edith Cowan University, WA, Australia. She is a two-times AAUT award winner including: a 2023 citation for outstanding contribution to Student Learning for co-designing the FlexiTrack in-schools enabling program, and a 2024 award winner for programs that enhance learning for UniPrep. She co-edited Transitioning Students into Higher Education Philosophy, Pedagogy and Practice (2019), which focused “on the relationship between philosophy, pedagogy and practice when designing programs, units or courses for transitioning students to new educational spaces in the university environment.” Angela is a passionate enabling educator and advocate for social justice education, and the career development of academics in this space.

Section 1: Foundations of Trauma-Informed PracticeSection Introduction by Ana LarsenChapter 1- Flagging the Undercurrent: Navigating Psychologically Safe Classrooms and Enacting Collective Compassion by Anita MaclaurinChapter 2- Holding The Room by Virginia BlackneyChapter 3- We Don’t Need Another Hero: Navigating and Narrating Trauma in the Classroom by Dr Angela JonesChapter 4- Culture Before Content by Erin O’DonaghueSection Outro: Practical Strategies for Educators for Holding the SpaceSection 2: Trauma-Informed Pedagogy in PractiseSection Introduction by Dr Gemma MannChapter 5- Overcoming ‘Traumathic’ Experiences in Enabling education: Approaches to Implementing a Trauma-Informed Math Classroom by Debra Monteith and Dr. Joanne G. LisciandroChapter 6- The Intersection of Self-Efficacy and Trauma-Awware Teaching in the Enabling Program Context: A Case Study by Ana Larsen and Amy ClaughtonChapter 7- Sources of Compassion and Care: Reframing Postgraduate Supervision with a Trauma-Informed Approach by Prof Jessica Gildersleeve, Dr India Bryce and Prof Gina WiskerSection Outro: Practical Strategies for Responding to Student NeedsSection 3: Innovation, Advocacy, and Systemic ChangeSection Introduction by Dr Susan HopkinsChapter 8- When Care Hurts: Rethinking and Reorientating Trauma-Informed Practice by Liam Frost-Camilleri and Nicoli Barnes Chapter 9- Cultural Complexity, Compassion and CaLD Needs in the Trauma-Informed Tertiary Institution: A Reflection on The Journey by Dr Noraisha OyamaChapter 10- Navigating Activism and Advocacy: Trauma-Informed Approaches to Empower Students to Lead Systemic Change to Improve Equity and Inclusion in Educational Settings by Dr Gemma Mann and Carmen BarnardChapter 11- The Enabler and her Shadow: Moral Injuries Beneath the Myth of Meritocracy in Neoliberal Times by Dr Angela Jones, Dr Susan Hopkins, Anita Maclaurin, Dr Gemma Mann and Ana LarsenSection Outro: Practical Strategies For Extending Trauma-informed PracticeConclusion by Anita Maclaurin and Dr Angela Jones