Losing Jay: A Meditation on Teaching while Grieving

Parker, Blaise Astra

doi:10.5406/femteacher.20.1.0071

Cited by 5 publications

(2 citation statements)

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“…(p. 10–11)Grief undoes us, at times and places of its choosing. It may find us when we are alone, with a loved one, among strangers, or in a classroom (Nowakowski and Sumerau 2015; Parker 2009). This is true for us, the educators.…”

Section: What Loss Doesmentioning

confidence: 99%

How Loss Teaches: Beyond “Pandemic Pedagogy”

Rosso

2021

Humanity & Society

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This Final Thought challenges two assumptions in commentary on teaching and learning amid the COVID-19 pandemic: (1) that the compassionate teaching strategies used to help students learn amid the pandemic inherently undercut academic standards and (2) that these teaching strategies weren’t previously needed, during the so-called “normal time” that preceded the pandemic. By contrast, this essay argues that educators have and will always teach students whose learning is disrupted by trauma, loss, and grief. The essay advocates that educators tune learner-centered teaching strategies to the effects of loss. Doing so, we might teach and learn more effectively, without compromising our or our learners’ humanity.

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Section: What Loss Doesmentioning

confidence: 99%

How Loss Teaches: Beyond “Pandemic Pedagogy”

Rosso

2021

Humanity & Society

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“…Yet even in the face of extensive research showing negative health outcomes surrounding silenced grief (Toblin et al, 2012), our academic institutions often require us to follow the dominant U.S. American cultural script for bereavement: "to 'keep going,' 'keep functioning,' 'be normal,' and 'go back to work as soon as possible'" (Granek, 2009, p. 45). These rules for Good grief limit the lives that students and teachers are allowed to bring into the classroom (Hurst, 2009), and they also confine learning by removing its affective, evocative potentials for exploring visceral human experiences (Parker, 2009).…”

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confidence: 99%

Mad to the bone: learning outcomes of critical grief pedagogy

Willer¹,

Krebs²,

Castaneda

et al. 2020

Communication Education

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We outline critical grief pedagogy as a Mad feminist response to the silencing of loss that often occurs in academic spaces. This pedagogical framework creates openings for students to "break open the bone" of their own and others' losses, particularly through community-engaged learning and research. Using collaborative autoethnography, in this essay we (a professor and her mentees) explore our experiences working with the Scraps of the Heart Project-a community-based research collective focused on empowering families following the loss of a baby-to understand student learning outcomes that were born from our engagement with critical grief pedagogy. Our collective narratives revealed that these learnings included: gaining compassionate communication skills, embracing and unpacking failure as a method of mourning, becoming empowered and empowering others to share their stories of loss, and building a community of Mad grievers. We put these learning outcomes into conversation with cultural discourses surrounding pedagogical and academic norms. Additionally, we offer insight into how loss and mourning can be invited into the classroom so that students learn to engage grief critically, meaningfully, and Madly-and to learn important communicative skills along the way.

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Vulnerability as a Gear for School Reform: A Case of Mr. Toshiaki Ose

Saito

2019

Perspectives on School Leadership in Asia Pacific Contexts

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Losing Jay: A Meditation on Teaching while Grieving

Cited by 5 publications

References 0 publications

How Loss Teaches: Beyond “Pandemic Pedagogy”

How Loss Teaches: Beyond “Pandemic Pedagogy”

Mad to the bone: learning outcomes of critical grief pedagogy

Vulnerability as a Gear for School Reform: A Case of Mr. Toshiaki Ose

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