- Browse/Search the Program
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Committee or SIG
Browse By Session Type
Browse By Keywords
Browse By Geographic Descriptor
- Information Menu
Search Tips
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
Teachers at the Frontline: Identity, Well-Being, and Professional Practice
Mon, March 30, 9:45 to 11:00am, Hilton, Floor: Ballroom Level - Tower 2, Franciscan CGroup Submission Type: Paper Session
Description of Session
Focusing on whose knowledge counts in teacher support and professional development, this panel examines locally embedded and decolonial perspectives on teaching in crisis-affected contexts. The papers analyze trauma-informed practice among Lebanese educators, wellbeing in refugee-hosting regions of Kenya, the legacy of militarized literacy in Afghanistan, and teacher roles in social-emotional development. Together, they argue for rethinking teacher support frameworks that too often overlook history, power, and local expertise.
Sub Unit
Chair
Individual Presentations
“Leave Your Stress at the School Gate:” Exploring Teacher Well-Being in Garissa and Turkana Refugee Communities in Kenya - Lydia Namatende-Sakwa, African Population and Health Reserach Center, Nairobi; Moses Ngware, African Population And Health Research Center; Patricia K Kitsao-Wekulo, African Population and Health Research Center
Legacies of Militarized Literacy Discourses in Afghanistan from 1978-2022: A Comparative Critical Discourse Analysis of Four Literacy Interventions in Afghanistan - Nangyalai Attal, UMass Amherst; Mujtaba Hedayet, University of Massachusetts Amherst
Locally-Embedded Insights into Trauma and Education: A Decolonial Study of Lebanese Educators - Avery Gonzales
Teacher Support for Social-Emotional Development in Post-Conflict Education Systems: A Scoping Review - somaia Abdulrazzak, Harvard University