Yesterday I presented about the trauma-informed framework. And pedagogy. My TI-pedagogy has its basis in feminist praxis. There are lots of areas in which the framework and feminist pedagogy align, so it’s not too much of a stretch for me.
TI/TR (trauma-responsive) has effected my work with students in the classroom because I’ve expanded my empathy and caretaking of them. It was already pretty good, probably way better than many instructors across various disciplines, definably above average.
When swapping tales with PhDs (I have the terminal MLS) about interactions with students, it seems like lots of them are hard-asses. No late work. No meetings outside of class. This one person’s attitude seemed really harsh. They suggested that students are asking too much, feeling too entitled. I see their point. Faculty are not well-paid, but since COVID many colleges and universities expect faculty and staff to prostrate themselves for students, without compensation or reducing teaching load or other considerations.
While my classrooms are fairly well trauma-informed, I can always learn more. The best source by far is Trauma informed pedagogies (springer link).
Rebecca Tolley 