When the Curriculum Triggers: An Auto-Ethnography of Teacher Educator Growth

• In Event: 61.041 - Moving Disability Studies in Education Theory to Practice: Making the Theoretical Practical for Praxis

Abstract

This autoethnography examines the profound effect that my interactions with two teacher candidates had on my pedagogy as an inclusive teacher educator. They each approached me privately to tell me that they were classified with an emotional and behavioral disability (EBD) and educated in very segregated settings from a very young age and that the readings and discussions in my class were causing them significant emotional turmoil. Finding no empirical guidance on how to meet the needs of this population of future teachers, I began to memo and journal about my experiences. The following themes emerged in my analysis: anticipating triggers, creating a safe environment for ‘coming out’, providing emotional support to traumatized students, changing my ways.

Authors

• Jennifer Ashton, College at Brockport - SUNY

• Maria T. Timberlake, SUNY - College at Cortland