Heart and Soul of Equitable, Ambitious Teaching: You“brought evidence… you also brought yourself”

• In Event: Promoting Trauma-Informed Education and Youth Well-Being

Abstract

In the present study, we conduct a qualitative analysis of secondary data collected in one high school humanities classroom to investigate how trauma-informed approaches may already be present when a teacher is engaging in high quality Culturally Relevant Pedagogy (CRP). Grounded in Systemically Trauma-Informed Practice, we examine one teacher’s enactments of ambitious and equitable instruction. Using consensual qualitative research, we deductively coded and conducted reflective thematic analysis. We generated a metanarrative that speaks to the overarching role of connections– beyond personal connections to what and how is taught. Findings highlight how CRP can serve as a powerful model for racially just trauma-informed practice.

Authors

• Addison Duane, Sacramento State University

• Simona Goldin, University of North Carolina - Chapel Hill

• Debi Khasnabis, University of Michigan

• Alex Shevrin Venet, Community College of Vermont