Urban Teachers' Post-Pandemic Narratives: Trauma-Informed and Antiracist Pedagogies in Majority-Black Schools

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Perspectives on Black Education (Table 17)

Abstract

In a qualitative and longitudinal study and using Hammack’s (2008) tripartite model of identity, we examine the experiences of teachers in four majority-Black K-12 schools during the three years after the COVID-19 pandemic. We compared teachers from schools within the same midsize mid-Atlantic city: a public charter K-12, a public K-5 in an area in which disadvantage is concentrated, a public K-5 in a disenfranchised but statistically safer area, and a public 6-8. The central research question is: What are the master and alternative post-pandemic narratives of urban teachers of Black students as they conceptualize trauma-informed and anti-racist pedagogies?

Author

• Marinda K. Harrell-Levy, Pennsylvania State University - Brandywine