Racial Trauma-Informed Pedagogy Strategies for Educational Professionals

2022 ◽  
pp. 20-38
Author(s):  
Nena Hisle
Keyword(s):  
School Environment ◽  
School Leaders ◽  
Social Needs ◽  
People Of Color ◽  
Systemic Racism ◽  
Racial Trauma ◽  
Racial Biases ◽  
Educational Professionals ◽  
Trauma Informed ◽  
At Home

In order to address the racial trauma that teens who are Black, Indigenous, and People of Color (BIPOC) may face at home, and potentially experience in school, educational professionals must equip themselves with the specialized skills to meet students' academic, emotional, and social needs. School leaders must begin this task by examining their own personal racial biases as they lead their staff in the task of reviewing data, rules, policies, and the school environment to examine practices that support and promote institutional and systemic racism.

The Intersectionality of Race and Trauma in Children and Teens Who Are Black, Indigenous, and People of Color (BIPOC)

2022 ◽  
pp. 39-64
Author(s):  
Nena Hisle
Keyword(s):  
Cultural Competency ◽  
Students Of Color ◽  
People Of Color ◽  
Racial Trauma ◽  
Trauma Informed

Children in America are suffering from an abundance of trauma that many bring to school with them daily. Children, teens, and their families, who are Black, Indigenous, and People of Color (BIPOC), may have experienced historical racial trauma which is unique to students of color. Professionals working with students of color (SOC) must develop cultural competency around racial trauma in their understanding of trauma informed pedagogy to meet the needs of student populations that are becoming increasingly diverse. The overall purpose of this chapter is to provide professionals working with BIPOC children and teens the necessary skills to meet their needs.

scholarly journals Manifestations of Racial Trauma in Bereaved Middle to Older Aged Black Adults

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 872-872
Author(s):  
Danielle McDuffie
Keyword(s):  
Negative Affect ◽  
Cultural Influences ◽  
Racial Violence ◽  
People Of Color ◽  
Black Adults ◽  
Systemic Racism ◽  
Childhood Experiences ◽  
Racial Trauma ◽  
Health Experiences ◽  
Linear Regressions

Abstract Black adults have a higher likelihood of experiencing bereavement and increased negative implications of systemic racism compared to other groups. The effects of racism have also been suggested to have an impact on how bereaved Black individuals conceptualize their loss and the deceased. However, there is limited literature on how direct and indirect childhood experiences with racial violence and viewing racially violent deaths impact bereaved Black adults later in the lifespan. The current study seeks to explore the impacts childhood engagement with racial violence might have on bereaved middle to older Black adults. 103 middle to older aged Black adults (M=44.72, SD=5.48, 67% male) from a larger online grief study were probed about factors including somatization, depression, affect, grief, and the prevalence and intensity of exposure to race-based violence during their childhoods. Linear regressions and bivariate correlations were used for data analysis. Childhood racial violence significantly predicted grief (F=6.348, p=.013). Additionally, experiencing childhood racial violence was significantly associated with somatization (r=.197, p=.047), depression (r=.198, p=.045), and negative affect (r=.256, p=.010). Endorsed intensity of racial violence was significantly associated with depression and negative affect (r=.464, p=.000; r=.440, p=.000, respectively). Bereaved Black middle to older adults seem greatly impacted by childhood experiences of racial violence. It is important to consider the role outside cultural influences such as racial trauma might have on other deleterious mental health experiences such as bereavement. Furthermore, in the assessment of ACEs among Black and other people of color, it could be important to include childhood racial violence.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

Advancing Urban Peace: Preventing Gun Violence and Healing Traumatized Youth

Youth Justice ◽  
2021 ◽  
pp. 147322542110201
Author(s):  
Jason Corburn ◽  
DeVone Boggan ◽  
Khaalid Muttaqi ◽  
Sam Vaughn ◽  
James Houston ◽  
...  
Keyword(s):  
Young People ◽  
Public Safety ◽  
Urban Neighborhoods ◽  
Gun Violence ◽  
People Of Color ◽  
Violence Reduction ◽  
Reduction Program ◽  
Trauma Informed

This descriptive article highlights the inner-practices of a trauma-informed, healing-centered, urban gun violence reduction program called Advance Peace. We find that the Advance Peace model uses a unique curriculum called the Peacemaker Fellowship, that offers intensive mentorship, caring, and ‘street love’ to youth at the center of gun violence. The Advance Peace approach is one public safety model that may help young people of color heal from the traumas that contribute to gun violence while also reducing gun crime in urban neighborhoods.

Asco, Chris Burden, and the Politics of the Misfire

2018 ◽  
Vol 17 (3) ◽  
pp. 312-331 ◽  
Author(s):  
Faye Gleisser
Keyword(s):  
United States ◽  
Visual Culture ◽  
Conceptual Art ◽  
The United States ◽  
People Of Color ◽  
Access To Resources ◽  
Systemic Racism ◽  
White Masculinity ◽  
Visual Narratives

This article draws out the ‘politics of the misfire’ as a process constituted in part by discursive articulations of the ‘misuse’ of guns, and in part by mediated visual narratives of criminality cultivated in American visual culture. Specifically, the author examines how the decades-long historiography of artist Chris Burden’s iconic artwork, Shoot (1971), relies upon and perpetuates spatially racialized and gendered notions of innocence and safety. She argues that the conceptual art collective Asco’s theorizing of misfires in response to their vulnerability as Chicanos in America provides a vital framework for recognizing how the neutralized archetype of white masculinity, simultaneously innocent and lawless, animates and sustains the legacy of Shoot. Through consideration of geographies of cumulative vulnerability, access to resources, and systemic racism this article links processes of art historical canonization to discriminatory practices that structurally oppress people of color in the United States.

scholarly journals Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships

2018 ◽  
Vol 28 (Supp) ◽  
pp. 417-426 ◽  
Author(s):  
Sheryl H. Kataoka ◽  
Pamela Vona ◽  
Alejandra Acuna ◽  
Lisa Jaycox ◽  
Pia Escudero ◽  
...  
Keyword(s):  
School Leadership ◽  
School Environment ◽  
Systems Approach ◽  
Systems Of Care ◽  
Workforce Training ◽  
Macro Level ◽  
School Staff ◽  
Health Administration ◽  
Model Case ◽  
Trauma Informed

Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treat­ment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.Design: The Substance Abuse and Mental Health Administration (SAMHSA) has iden­tified trauma-informed domains and princi­ples for use across systems of care. This ar­ticle applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financ­ing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promo­tion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s cur­rent implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clini­cal and non-clinical staff. Ethn Dis.2018; 28(Suppl 2):417-426; doi:10.18865/ed.28.S2.417.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

scholarly journals On not researching school leadership: the contribution of S. J. Ball

2013 ◽  
Author(s):  
Helen M. Gunter
Keyword(s):  
School Leadership ◽  
Cultural Context ◽  
Social Economic ◽  
School Leaders ◽  
Interview Data ◽  
The Political ◽  
Public Intellectuals ◽  
Critical Reading ◽  
Educational Professionals ◽  
Starting Point

Stephen Ball's research continues to make a contribution to describing, understanding and explaining the political, social, economic and cultural context in which educational professionals locate their practices. Therefore, Ball engages with issues about school leadership, but he does not set out to present solutions for school leaders. Based on critical reading and interview data, I show how by not researching school leadership he makes a robust and relevant analysis of school leadership for the profession. He makes a contribution to understanding the realities of doing and thinking about leaders doing leadership and exercising leadership, where his starting point is to work with the profession as public intellectuals.

Theorizing White Racial Trauma and its Remedies

2016 ◽  
Author(s):  
Becky Thompson ◽  
Veronica T. Watson
Keyword(s):  
Social Change ◽  
Martin Luther ◽  
James Baldwin ◽  
People Of Color ◽  
Double Consciousness ◽  
Racial Trauma ◽  
Du Bois ◽  
Contemporary Work ◽  
White Consciousness ◽  
Martin Luther King

In this paper we will be drawing upon historical work on race consciousness, contemporary work on trauma, and scholarship on activism and social change to offer a vision of what a critical white double consciousness might look like. We juxtapose this critical white consciousness with what Veronica Watson has termed a “white schizophrenic subjectivity” which has been explored by intellectuals like Du Bois, Charles Chesnutt, James Baldwin and Martin Luther King Jr. Each of these writers called attention to a whiteness that works to maintain disconnection from people of color and disassociation from their own moral selves, a white schizophrenic subjectivity that prevented white folks from acknowledging or challenging racism while still continuing to think of themselves as moral and upstanding citizens of their communities and nation.

A Qualitative Analysis of the Vulnerability Narratives of Student Gun Rights Advocates

2020 ◽  
pp. 136078042092224
Author(s):  
Todd C Couch
Keyword(s):  
United States ◽  
Qualitative Analysis ◽  
Racial Inequality ◽  
The United States ◽  
Colleges And Universities ◽  
People Of Color ◽  
Potential Threat ◽  
Systemic Racism ◽  
Gun Politics ◽  
Faculty And Staff

In recent years, colleges and universities in the United States have considered allowing concealed firearms on their campuses. Yet, substantive research on why a minority of students’ desire to arm themselves is scarce. Addressing this gap in the literature, this study examines 30 interviews with chapter presidents of a national student gun rights organization. Using racialized narratives, participants express intense feelings of vulnerability on campus and in the larger society. Extending Feagin’s theory of systemic racism to gun politics, I argue respondents’ belief that they must be armed to co-exist with people of color reproduces racial inequality and poses a potential threat to students, faculty, and staff of color.

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