Trauma informed practices in education and social justice: towards a critical orientation

Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students’ sociopolitical consciousness, mathematics learning, and well-being.

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Social Justice, Trauma-Informed Care, and “Liberation Acupuncture”

Anthropology and Activism ◽

10.4324/9781003028598-3 ◽

2020 ◽

pp. 50-64

Author(s):

Suzanne Morrissey ◽

Olivia Hagmann

Keyword(s):

Social Justice ◽

Trauma Informed Care ◽

Trauma Informed

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An Examination of CACREP Curriculum Standards From a Psychiatric Rehabilitation Recovery Model Perspective

Rehabilitation Research Policy and Education ◽

10.1891/re-19-17 ◽

2020 ◽

Vol 34 (4) ◽

pp. 222-234

Author(s):

Sonia Peterson ◽

Marjorie Olney

Keyword(s):

Social Justice ◽

Core Curriculum ◽

Psychiatric Rehabilitation ◽

Evidence Based ◽

Curriculum Standards ◽

Recovery Model ◽

Community Inclusion ◽

Rehabilitation Counselor ◽

Structured Analysis ◽

Trauma Informed

PurposeThis article compares disability-related social justice, inclusion, and psychiatric rehabilitation recovery model principles with the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) counseling curriculum standards in order to clearly articulate areas in the current standards that need revisions.MethodWe conducted a structured analysis of the CACREP curriculum standards in light of the Psychiatric Rehabilitation Association's 12 principles and values.ResultsSections of the CACREP curriculum standards are very beneficial for RC education, such as the additional emphasis on Diagnostic and Statistical Manual 5 (DSM-5) diagnoses, human development theories, crisis intervention, trauma-informed strategies, and the use of evidence-based counseling practices. Standards emphasizing the importance of client autonomy and respect, quality of life, community inclusion, advocacy, access, and evidence-based recovery model approaches need to be strengthened. The term “disability” does not currently appear in the eight core curriculum standards.ConclusionsThe authors offer specific course materials and activities that rehabilitation counselor (RC) educators can begin to incorporate into the design of their curriculum in order to better infuse ethical, social justice, disability inclusion, and recovery model principles into required coursework. Recommendations for changes to the CACREP curriculum standards are discussed.

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In search of a critical PETE programme

European Physical Education Review ◽

10.1177/1356336x17703770 ◽

2017 ◽

Vol 25 (1) ◽

pp. 48-64 ◽

Cited By ~ 5

Author(s):

Rod Allan Philpot

Keyword(s):

Teacher Education ◽

Social Justice ◽

Critical Discourse Analysis ◽

Teacher Development ◽

Teacher Educators ◽

Physical Education Teacher Education ◽

Critical Orientation ◽

Critical Issues ◽

The Individual ◽

The Impact

For some time now many teacher educators have recognised the need to address issues of social justice and inequality. The challenge of teaching increasingly diverse student populations has led teacher educators to consider practices and pedagogies that move beyond a technical orientation. One of the alternate paradigms, critical teacher education, promotes a model of teacher development that transcends a sole focus on the acquisition of mere technical skills, to practices that foreground awareness of equity issues and socially just teaching practices. Although critical teacher education is not new, most research on teacher education for social justice examines the impact of individual courses on developing pre-service teachers’ awareness of critical issues. The paper presents an analysis of a physical education teacher education (PETE) programme that is underpinned by critically oriented philosophies. Critical discourse analysis of documents was used to reveal consistencies and contradictions between the espoused critical orientation of the programme and the discourse of the individual courses. The findings provide evidence of critical pedagogies across a range of courses in the PETE programme. The significance of this study lies in new possibilities for critical teacher education when the critical orientation is spread across a whole programme rather than concentrated only in individual courses.

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