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The Occasional Paper Series, published twice yearly, is a forum for work that extends, deepens and challenges the progressive legacy on which Bank Street College is built. The series seeks to promote discussion about what it means to educate in a democracy and to meet the interrelated demands of equity and excellence.

The series is a peer-reviewed, open access journal.

Current Issue: Number 43 (2020)
Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs

Full Issue

Articles

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Why Trouble SEL? The Need for Cultural Relevance in SEL
Julia Mahfouz and Vanessa Anthony-Stevens

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

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Interrupting Trauma with Hope, Kindness, Art and Healing
Christine M. Her, Yvette Z. Hermann, and Emma K. Parker

Guest Editor Tracey Pyscher



Tracey Pyscher, PhD, is an Assistant Professor of Secondary Education at Western Washington University. Her research interests include understanding and naming the social and cultural experiences of children and youth with histories of domestic violence and their navigation of school experiences, critical literacy and learning, and what praxis means to/for teacher education. She is published in several books including: Gender Identities, Sexualities, and Literacies: Issues Across the Childhood & Adolescence (2019), Dismantling The Prison To School Pipeline (2016), Technology for transformation: Perspectives of Hope in the Digital Age (2016), Reclaiming English Language Arts Methods Courses: Critical Issues and Challenges for Teacher Educators in Top-Down Times (2014), as well as in several journals including the International Journal of Qualitative Studies (In Press), Cultural Studies ↔ Critical Methodologies (2017), Journal of Educational Controversy (2017 & 2015), and Equity & Excellence in Education (2014).

Guest Editor Anne Crampton



Anne Crampton, PhD, is the academic program director of Teacher Outreach Education for Inclusive Environments at the Woodring College of Education, Western Washington University. Her research interests include emotions and learning, trauma-informed practices, classroom interactions across social and cultural differences, critical literacy, digital and multimodal literacies, cosmopolitanism, and the role of love in addressing inequities in education.