Don’t Be Fooled, Trauma Is a Systemic Problem: Trauma as a Case of Weaponized Educational Innovation
Abstract
We examine the dangers and affordances of trauma-informed practice, focusing specifically on how this approach can be misused to cause harm. Further, we elaborate how teacher educators can support teachers in developing systemically trauma-informed teaching practice. We analyze and share detailed educational designs showing how counter story can support educators to recognize and contend with racist interpretations of trauma-informed practice. These lenses are frequently used to injure, blame and pathologize, in particular, poor children and families of color.
Author Biography
Debi Khasnabis
Debi Khasnabis teaches multicultural and multilingual education in elementary teacher
education and is the chair of Elementary Teacher Education at the University of
Michigan School of Education. She conducts research on pedagogies of teacher education
that support the development of culturally responsive teaching. She has regularly designed
professional development opportunities for teachers to build connections between families and
schools. Prior, she was an elementary bilingual teacher in Detroit.
Simona Goldin
Simona Goldin teaches courses pertaining to the sociology, history, and policy of schooling
in the U.S. She conducts research on ways to transform the preparation of beginning teachers
to help them teach in more equitable ways and has elaborated the teaching practices that
bridge children’s work in schools on academic content with their home and community-based
experiences.
Recommended Citation
Khasnabis, D.,
&
Goldin, S.
(2020).
Don’t Be Fooled, Trauma Is a Systemic Problem: Trauma as a Case of Weaponized Educational Innovation.
Occasional Paper Series,
(43).
DOI: https://doi.org/10.58295/2375-3668.1353
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Other Education Commons, Teacher Education and Professional Development Commons
