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From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma

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Abstract

Emerging research shows that the number of young people experiencing trauma is alarmingly high and continuously increasing. In the midst of such pervasive trauma, teachers generally—and particularly in urban schools—must be equipped with a language and paradigm that prepares them to intervene in the traumatic stressors impacting the lives of students. Recent educational and trauma—informed scholarship suggest that in order for young people to heal from trauma and develop higher levels of resiliency, they must be around loving adults. By drawing from research that spans the fields of public health, psychiatry, psychotherapy, and education, as well as literature about love, critical pedagogy, and culturally sustaining pedagogies, I theorize and illustrate how Compa Love is a framework that enables us to practice love as an intervention to trauma within the context of urban classrooms.

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Notes

  1. The organization of the Punk Love and Compa Love framework is modeled after Duncan-Andrade’s (2009) framework on critical hope.

  2. The term comrade has also been used in many other social movements as a way to communicate solidarity and similar commitments.

  3. Translation: I don’t know what to do. I’ve tried to talk to him but he doesn’t listen. He does whatever he wants, I have no control since he started hanging out with gangs.

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  1. University of California, Los Angeles, USA

    Sharim Hannegan-Martinez

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Correspondence to Sharim Hannegan-Martinez.

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Hannegan-Martinez, S. From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma. Urban Rev 51, 659–675 (2019). https://doi.org/10.1007/s11256-019-00540-3

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