When considering and enacting asset pedagogies, such as open pedagogy and culturally sustaining pedagogy (CSP), we often focus on single classrooms rather than systems/structures. CSP acknowledges and addresses “communities who have been and continue to be damaged and erased through schooling” (Paris & Alim). Equity-centered trauma-informed education, as conceived by Alex Shevrin Venet, recognizes that schooling plays a role “in causing and worsening trauma because of the role of schools in perpetuating oppression.” After reading “Defining Trauma-Informed Education” (sent by email), reflect on the following questions in the comments field below:
- How might engaging with systems/structures identified in CSP and trauma-informed education influence what we do in our classrooms with our students?
- How might engaging with these systems/structures influence the design of your open pedagogy assignments?
- What practices at BMCC and/or in our departments and classes possibly replicate/cause trauma?
9 thoughts on “Equity-centered Trauma-informed Education”
This was an interesting, and somewhat frustrating reading. I completely agree that there is systemic inequity in our schools, this country and truthfully the entire world. I feel I work hard to be responsive to the needs of my students who are dealing with a variety of problems, both immediate and long term. In my role, as a college teacher, I do not feel I have the ability or even the place to make a larger fix for these students. I can only respond and assist them within the sphere of my course — give them more time and support on the classwork and suggest they use the various support networks the college has to offer.
The authors focus seems to be on larger, system wide change and, at least in this opening chapter, I don’t see how I can apply the the more global actions the are calling for in my classroom. But, as with all things, will continue to consider.
Venet’s central argument about being sure our schooling not supports students who’ve experienced trauma but that it doesn’t further traumatize them feels very much aligned with CSP’s position on schooling that makes space for cultures that traditional white-centric education models haven’t. It seems to me that focusing on CSP is ONE way to minimize trauma for students.
With that in mind, I think both these education models demand what open pedagogy already requires: a student-centered learning model. How we can listen to our students more attentively in the classroom? How can they work with us in creating culturally sustaining assignments? How can we address trauma together and adapt our readings and writing assignments (in my case) based on what students need and ask for?
I do worry that my notes on grammar cause students trauma! I’m only half-joking. Though I typically don’t count grammar when I grade early semester essays, I’m not sure how else to gives notes on sentences and syntax without marking up the page. This, I am sure, is overwhelming and upsetting to certain students. I’d like to find ways to work with these students in a different way. Perhaps this would mean I change my approach, rather than my expectations, but perhaps both are necessary.
How might engaging with systems/structures identified in CSP and trauma-informed education influence what we do in our classrooms with our students?
By being more aware of both our students’ backgrounds and identities as well as the imperfect trauma producing world that we all inhabit, we can create more student centered learning where students have a greater voice and are given a greater value. CSP and trauma informed pedagogy are both correlated as they both promote the idea of seeing students as individuals with differing stories and struggles that affect who they are in the classroom. Utilizing CSP can increase students’ sense of confidence and autonomy. Many times I have found our population of students to be lacking in confidence in their identity due to their time spent in traditional education systems that are often one size fits all and have zero tolerance policies.
How might engaging with these systems/structures influence the design of your open pedagogy assignments?
These have influenced me to make my student’s identities the focus of some of the class assignments. I also understand that not all students will approach an assignment the same way or have the same set of skills. Having flexibility in assignments allows them to better meet the differing needs, interests, and abilities of the students.
What practices at BMCC and/or in our departments and classes possibly replicate/cause trauma?
There are certain traumatizing behaviors and attitudes that are quite prevalent across many academic institutions. Some professors/instructors will intentionally bully and insult their students (perhaps sometimes as a result of their own traumas). Some instructors are uncessarily cruel and discouraging in the feedback that they provide, perhaps thinking that being hard on the students will bring to fruition greater progress. Meanwhile, students may becoming to class with other past traumas and such treatment will only leave them further discouraged and lacking in self confidence. In addition, many instructors have strict rules and hardline zero exception policies that leave little room for students who may be in difficult positions in life (such as homelessness and food insecurity or lacking access to a computer). It is also very commonplace for the administrative staff in offices to have cruel attitudes where they dismiss student concerns and needs. Even for faculty members and staff, there can be traumatizing situations especially when there is a power differential. It is not uncommon for someone in a higher position to treat a fellow colleague in a lower position in a cruel and demeaning way (perhaps so they can feel more powerful.) I think that being more aware of the unequal world that we live in and more understanding of the hardships others might be facing, could eliminate some of the traumatizing conditions and daily microaggressions so many of us experience that can slowly wear you down over time.
We can take small steps to create a trauma-informed classroom just by getting to know our students and being aware of why they are taking our class and how it fits into the rest of their lives. This will also inform how we create a course that is culturally responsive and sustaining.
We can use this lens to develop an open-ended assignment that still adheres to the learning objectives of the course. Things to also consider are independent work at home vs. during class time in order to be available for individual support, and student choice related to format as well as theme or topic. A focus on creating an asset-based classroom is also key. Because our classes are so multi-national and multi-cultural at BMCC, there are always students that can share personal experience and knowledge that enriches the discussion and understanding of the subject. I sometimes ask students to help research something on the spot when I don’t know the answer to a question, demonstrating that we are learners together.
In Art History, the focus on western culture causes trauma. There has been a concerted effort to undue this, however the traditional approach to classroom learning is still the norm: lecture with accepted facts about the work and interpretation that the students are tested on. I try hard to underscore personal understanding alongside historical and cultural background. We have been mandated to include a global approach to the survey course, which is a first step, but it is more than teaching a new canon. It is also about respecting different and new authorities.
I found the approach of taking a holistic view of the school system to define trauma-informed education quite intriguing. However, while reading this chapter, I initially felt a bit perplexed due to the presence of three different definitions, which were still somewhat vague. As someone who tends to prefer a more direct and linear approach, I would appreciate a clearer and more concise definition of trauma-informed pedagogy. Additionally, I couldn’t help but notice that the author’s mention of “policies traumatized” seemed to slightly dilute the true essence of trauma, especially when considering its impact on specific demographics and populations. I was also hoping to find a stronger connection between trauma-informed pedagogy and the issue of racial inequality, which undoubtedly plays a significant role in the experiences of students of color, particularly African-American students.
How might engaging with systems/structures identified in CSP and trauma-informed education influence what we do in our classrooms with our students?
Engaging with the systems and structures identified in culturally sustaining pedagogy and trauma-informed education can significantly influence how we approach literature lectures in our classrooms with college students from different demographics who may struggle with reading and writing. For example, instead of solely focusing on canonical texts, we can incorporate diverse and representative voices from different cultures and backgrounds. This not only provides a more inclusive representation of literature but also allows students to see themselves reflected in the texts and engage with the material on a deeper level.
How might engaging with these systems/structures influence the design of your open pedagogy assignments?
Additionally, by adopting trauma-informed practices, we can create a supportive and understanding environment that acknowledges the potential stressors and challenges students may face. This can involve providing additional resources, offering alternative assessment methods, or creating space for open discussions that validate and respect students’ experiences. Ultimately, these approaches foster a more equitable and empowering learning environment where all students can thrive.
What practices at BMCC and/or in our departments and classes possibly replicate/cause trauma?
In the context of English Composition 101, numerous students encounter heightened levels of stress as the semester draws to a close, particularly in relation to the departmental final exam. This crucial assessment necessitates online submission, leading to significant apprehension among students regarding the timely completion of their submissions. Furthermore, in the past, students experienced considerable anxiety due to the requirement of cross-grading, wherein their exams were evaluated by other professors in addition to myself. The absence of clarity regarding the exam’s content, compounded by a lack of access to relevant readings, further contributes to students’ feelings of panic. Many students find themselves ill-equipped in terms of test-taking strategies, exacerbating their uncertainty and unease. Consequently, the lack of preparation emerges as a significant source of distress within the BMCC classroom, impacting several of our students.
Pardon my delayed post – I have experienced some (unique?) abusive higher ed experiences – that speaks to the reading. Detail TK!
This reading reminds me of, and makes me think about, our society which is permeated with power and control. We are reminded daily to be #1 – and in order to do that – you have to win. And it’s not possible to have a winner unless there are losers.
I have had a fair share of instructors who teach under a veil of threat… “If you don’t do X, you will fail.”
Pitting students against each other… “There are 5 students in the program, only 3 will be allowed to go to the next year.”
AND, what kind of a country/world do we live in where the majority of the people, who do the most work, get paid the least?
Discussions about raising the minimum wage trigger comments like, “This will ruin a business, or people will have to be laid off…”
I never hear anyone exclaim, “Jeff Bezos makes too much money!! Oh my G-d!! WHAT’S GOING TO HAPPEN TO AMAZON?!?!?!?”
In regards to being a teacher, aside from obvious things like refraining from losing my temper, or shaming people, or springing a “surprise” test on students, I actively attempt to avoid the sometimes subtle, and always insidious, power/control dynamics.
For some of these readings, including this one, I need to get beyond the nomenclature and to the good ideas behind them. Here, the most compelling part of the writing for me was the examples of the different students she worked with to try to reach them and care for them with “unconditional positive regard.” I find the wonky term overused in the piece, but the ideas behind it and its approach have merit.
I personally approach my role as college professor as a coach/player and the students as team players. And to do that, I try to give my students as much agency in the course as it allows. This dovetails with both the positive regard piece and the culturally sustaining pedagogy.
I really liked the story of Julia Venet provides because it shows how the student slowly responded to the positivity of the professor. Fact is, we and our students all respond differently to a given situation, and recognizing those differences is key to being able to provide a good experience for the student.
If I had to identify an area that replicates trauma at BMCC (and elsewhere) it would be in curricula that doesn’t include or reflect the student’s identity (so that could be studies that don’t reflect people of color, women, immigrants, LGBTQ+ students). In my course, it is fairly straightforward to incorporate a wide variety of voices in scripts and videos to try to include the great diversity represented in our college. But in other courses, it can be more challenging. Maybe it comes back to the idea of agency and allowing the students to interact with the material in a personal way. And that could be something to work into open pedagogy assignents.
Let’s discuss how the author addressed the impacts of trauma without addressing the cause of trauma, using the holocaust victims. I also like to add that people of African descent in this country experience Post Traumatic Stress Disorder. I would be remiss if I did not discuss Dr. Joy Degruy’s book: Post Traumatic Slave Syndrome: America’s Legacy of Enduring Injury and Healing. P.T.S.S. “is a condition that exists as a consequence of multigenerational oppression of Africans and their descendants resulting from centuries of chattel slavery–a form of slavery that was predicated on the belief that African Americans were inherently/genetically inferior to whites,” which explains the reason why our school system continually perpetuates injury and buttresses institutionalized racism.
It is no surprise that our educational system is segregated, even long after the Jim Crow Period. The Jim Crow Period ended in 1965, but fifty-three years later in 2018, the New York Times reported on how the NYC school system remained segregated. We are now in 2024, and I highly doubt anything has changed.
As a NY Daily News reporter, I also had to write the same kind of article in 1997. My editor sent me to a grammar school in Park Slope and a grammar school in Harlem. The principal of the Park Slope school admitted he received a large amount of funding from parents and his grant writing. These abundant funds awarded this grammar school many laptops, a television studio, and a garden to name a few. Compared to a grammar school in Harlem that lacked working sinks, heat, lighting, and supplies. The parents of the Harlem community were low-income and predominantly essential workers and earned minimum wage or a little more. These parents’ income went to their private households to pay rent, food, and clothes.
If nothing has changed over a half-century later, post-Jim Crow, then the whole school system needs to contribute to the larger social conditions that cause trauma. Our political climate, our Supreme Court Justice, and our very own politicians continue to perpetuate the legacy of segregation with their laws and policies under many guises. Even our standardized exams reflect how they depersonalize our students’ experiences.
At CUNY, it is traumatic for a student to contend with Starfish serving as a reactionary response. Starfish should be utilized as a proactive approach or a preventative measure. It’s as if CUNY is transforming into a corporation that only cares about numbers and retention.