Skip to main content
SpringerLink
Log in

Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy

  • Chapter
  • First Online:
Lessons from the Pandemic

Abstract

This chapter shares theoretical and practical approaches of feminist trauma-informed pedagogy to consider students’ lived experiences of marginalization and trauma as a specific epistemological stance and as valid ways of knowing; in this way students are positioned as both teachers and learners in class to connect their experiences to systematic forms of oppression. As we are challenged through COVID-19 to develop a new pedagogical discourse in higher education, we must consider a radical revamping of teaching and learning to address sociopolitical hierarchies within the context of students’ lives, not the mere addition of “wellness days” or “pass/fail” grades.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 54.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 69.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • American College Health Association. (2018). American College Health Association-National College Health Assessment II: Reference group undergraduates executive summary. American College Health Association.

    Google Scholar 

  • Anderson, G. (2020, September 11). Mental health needs rise with pandemic. Inside Higher Education. https://www.insidehighered.com/news/2020/09/11/students-great-need-mental-health-support-during-pandemic

  • Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. Landreman (Ed.), The Art of effective facilitation: Reflections from social justice educators (pp. 135–150). Stylus Publishing.

    Google Scholar 

  • Bloom, S. L., & Sreedhar, S. Y. (2008). The sanctuary model of trauma-informed organizational change. Reclaiming Children and Youth, 17(3), 48–53.

    Google Scholar 

  • Brown, L. S. (2004). Feminist paradigms of trauma treatment. Psychotherapy: Theory, Research, Practice, Training, 41(1), 464–471.

    Article  Google Scholar 

  • Carter, A. (2015). Teaching with trauma: Trigger warnings, feminism, and disability pedagogy. Disability Studies Quarterly, 35(2).

    Google Scholar 

  • Center for Collegiate Mental Health. (2019). 2018 annual report. Publication no. STA 19–180. https://ccmh.psu.edu/assets/docs/2019-CCMH-Annual-Report_3.17.20.pdf

  • Center for Collegiate Mental Health. (2021, February). COVID-19’s impact on college student mental health, parts 1–5. https://ccmh.psu.edu/blog

  • Chirikov, I., Soria, K. M., Horgos, B., & Jones-White, D. (2020). Undergraduate and graduate students’ mental health during the COVID-19 pandemic. SERU Consortium, University of California – Berkeley and University of Minnesota. https://cshe.berkeley.edu/seru-covid-survey-reports

  • Dowler, L., Cuomo, D., Ranjbar, A. M., Laliberte, N., & Christian, J. (2019). Care. In The Antipode Editorial Collective (Ed.), Radical geography: Antipode at 50. John Wiley & Sons.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. (M. B. Ramos, Trans.). Seabury Press.

    Google Scholar 

  • Headlee, C. A. (2020). We need to talk: How to have conversations that matter. Piatkus.

    Google Scholar 

  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

    Google Scholar 

  • hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.

    Google Scholar 

  • Kantamneni, N. (2020). The impact of the COVID-19 pandemic on marginalized populations in the United States: A research agenda. Journal of Vocational Behavior, 119, 1–4.

    Google Scholar 

  • Menakem, R. (2017). My grandmother’s hands: Racialized trauma and the pathway to mending our hearts and bodies. Central Recovery Press.

    Google Scholar 

  • Morris, S. M. In A. Kamenetz, (2020, March 19). ‘Panic-gogy’: Teaching online classes during the coronavirus pandemic. NPR: Special Series: The Coronavirus Crisis. https://www.npr.org/2020/03/19/817885991/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic

  • National Alliance on Mental Illness. (2016). Starting the conversation: College and your mental health. https://www.nami.org/Support-Education/Publications-Reports/Guides/Starting-the-Conversation/CollegeGuide

  • Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. Teachers College Press.

    Google Scholar 

  • Oliveros, P. (2005). Deep listening: A composer’s sound practice. iUniverse, Inc.

    Google Scholar 

  • Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2015). College students: Mental health problems and treatment considerations. Academic Psychiatry: The Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 39(5), 503–511.

    Article  Google Scholar 

  • Price-Haygood, E. G., Burton, J., Fort, D., & Seoane, L. (2020). Hospitalization and mortality among Black patients and white patients with Covid-19. New England Journal of Medicine, 382, 2534–2543. https://doi.org/10.1056/NEJMsa2011686

    Article  Google Scholar 

  • Rich, A. (1977). Claiming an education. Speech delivered at the convocation of Douglass College.

    Google Scholar 

  • Root, M. P. P. (1992). Reconstructing the impact of trauma on personality. In L. S. Brown & M. Ballou (Eds.), Personality and psychopathology: Feminist reappraisals (pp. 229–265). Guilford Press.

    Google Scholar 

  • Ropers-Huilman, B. (2009). Scholarship on the other side: Power and caring in feminist education. In R. Crabtree (Ed.), Feminist pedagogy: Looking back to move forward (pp. 40–58). Johns Hopkins University Press.

    Google Scholar 

  • Stokes, E. K., Zambrano, L. D., Anderson, K. N., Marder, E. P., Raz, K. M., El Burai Felix, S., Tie, Y., & Fullerton, K. E. (2020, June 19). Coronavirus disease 2019 case surveillance—United States, January 22–May 30, 2020. MMWR morbidity mortality weekly report, 69, 759–65. https://www.cdc.gov/mmwr/volumes/69/wr/mm6924e2.htm

  • Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732x18821123

    Article  Google Scholar 

  • Tronto, J. C. (2010). Creating caring institutions: Politics, plurality, and purpose. Ethics and Social Welfare, 4(2), 158–171. https://doi.org/10.1080/17496535.2010.484259

    Article  Google Scholar 

  • Watson, W. (2018). We got soul: Exploring contemporary black women educators’ praxis of politicized care. Equity & Excellence in Education, 51(3–4), 362–377. https://doi.org/10.1080/10665684.2019.1571464

    Article  Google Scholar 

  • Wilkin, L., & Hillock, S. (2014). Enhancing MSW students’ efficacy in working with trauma, violence, and oppression: An integrated feminist-trauma framework for social work education. Feminist Teacher, 24(3), 184–206.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Penn State University, University Park, PA, USA

    Jill M. Wood

Authors
  1. Jill M. Wood
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jill M. Wood .

Editor information

Editors and Affiliations

  1. Edinboro University, Edinboro, PA, USA

    Janice Carello

  2. East Tennessee State University, Johnson City, TN, USA

    Phyllis Thompson

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Wood, J.M. (2021). Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy. In: Carello, J., Thompson, P. (eds) Lessons from the Pandemic. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83849-2_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-83849-2_3

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-83848-5

  • Online ISBN: 978-3-030-83849-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation