Risky teaching: developing a trauma-informed pedagogy for higher education

Harrison, Neil; Burke, Jacqueline; Clarke, Ivan

doi:10.1080/13562517.2020.1786046

Cited by 25 publications

(16 citation statements)

References 19 publications

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“…This article also implied avenues for further research. More research needs to be done on how this model of pedagogy works in practice, such as the three-year study by Harrison et al (2020). Future research should attend to Carello and Butler's proposals for trauma-informed teaching (Carello and Butler 2014, pp.…”

Section: Discussionmentioning

confidence: 99%

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Reflecting on the Possibilities of Religious Education Research

2021

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Section: Discussionmentioning

confidence: 99%

“…As recently as 2013, trauma-informed pedagogy was still being "proposed" as essential to higher education classrooms (Carello and Butler 2014). This "risky teaching" practice, as described by Neil Harrison and colleagues, is no longer optional; the question is how to engage it effectively (Harrison et al 2020).…”

Section: New Recognition Of An Existing Paradigmmentioning

confidence: 99%

Reflecting on the Possibilities of Religious Education Research

2021

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“…This reinforces the value of designing for rightful presence where students are not only welcomed but also positioned as powerful change agents of possible futures (Calabrese Barton & Tan, 2019). Strategies could include enhancing power literacy by design (Goodwill et al, 2021), equity-centered, trauma-informed design (Bali & Zamora, 2021;Harrison et al, 2020), or compassion by design as a means of recognizing and mitigating structures that hinder flourishing of the disadvantaged (Alhadad et al, 2020). We specifically emphasize the importance of approaching SaP by inclusion of these strategies by design, reinforcing the notion that power asymmetry and equity-centered SaP need deliberate, a priori design towards mitigating or abolishing inequities.…”

Section: Concluding Reflections and Implicationsmentioning

confidence: 95%

Learning, Unlearning, and Relearning Together: Unmasking Power in a Students as Partners Program using Collaborative Autoethnography

Alhadad

Vasco

Williams

et al. 2021

SUCCESS

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We interrogated a students as partners (SaP), co-curricular program that focuses on supporting student learning. To center power and equity in SaP, the program was grounded in social design-based experiment methodology. We considered the manifestation of power and equity beyond higher education, to that of broader socio-political contexts. Collaborative autoethnography (CAE) was used to garner a richer understanding of student-staff experiences of the program. Through CAE, power emerged as central to our collective experiences, and a recognition that power asymmetry in students as partners programs is complex and multi-layered. We found that to address power imbalances in these programs requires considered strategies and intentional designs. Further, CAE, in and of itself, can be a powerful way to foster self-awareness, mutual trust, respect, and the acknowledgement of others in student-staff partnerships. We conclude by recommending the importance of deliberate design for equity and power towards consequential learning and transformational change.

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“…This further confirms the need for a deeper understanding of the needs of those who are going through a 'journey of healing', which is an ever more relevant concept in our current world. The connection between trauma and learning is made apparent in studies which focus on the impact of trauma on learners (Arnwine, 2019;Harrison, et al, 2023;Golden, 2020) further emphasising the importance of a trauma-informed pedagogy as an educational and transformative approach.…”

Section: Approaches To Educationmentioning

confidence: 99%

Preparing for online peer support for Punjabi men's mental health

Bahra¹,

Takhar²,

Ahmed³

2023

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In the context of the COVID-19 pandemic, some Punjabi men have supported their mental health through digital peer support interventions. However, there is little research which reflects upon the impact of peer support education for people who identify as culturally, linguistically, or geographically Punjabi. This review aims to map, discuss and appraise the scholarly literature concerning Punjabi communities and peer support education. Open-source articles published in English were sought through Google Scholar due to broadest accessibility. Screened articles were analysed for common themes, summarised, and critically appraised alongside a case study reflection. The findings show that there is a distinct lack of literature which could help to develop and evaluate digital peer support education for Punjabi populations and that future research is warranted. Despite this, some existing research can provide scholarly foundations for such work. Further practice and evaluation is required to understand the potential possibilities and pitfalls for peer support education in Punjabi and racialized communities more broadly. Future research should take a specific focus on the potential for impact in peer support for Punjabi communities to explore the unique needs of the population. Without such research we risk being unable to develop precise and specific peer support interventions which may exacerbate existing inequities within mental health more widely.

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Risky teaching: developing a trauma-informed pedagogy for higher education

Cited by 25 publications

References 19 publications

Reflecting on the Possibilities of Religious Education Research

Reflecting on the Possibilities of Religious Education Research

Learning, Unlearning, and Relearning Together: Unmasking Power in a Students as Partners Program using Collaborative Autoethnography

Preparing for online peer support for Punjabi men's mental health

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