As an Amazon Associate, we earn from qualifying purchases
Building a Trauma-Responsive Educational Practice
This timely manual presents a new perspective on teaching and learning focused on countering the impacts of trauma on adults’ ability to learn. Within its detailed and useful approaches, Daniels provides a road map for building a trauma-responsive teaching practice grounded in the principles of Trauma-Informed Care, and emphasizing the need for educators to develop a rigorous practice of self-care. Prison classrooms, in particular, demonstrate the intersectional and overlapping nature of systemic, historical, and individual traumatic experience. People who rediscover themselves as learners while in corrections classrooms have a unique and powerful perspective to bring to the work of ending mass incarceration, and the role of education and learning in that ending. The concepts and framework presented in the text aim to expand how we define "working with trauma." Through this redefinition, we better align teaching and learning as counters to the impacts of trauma. As this alignment transforms educational philosophy and practice, we have an opportunity to repurpose the nature of education itself, and shift toward learning how to learn. Although this book contains content specific to corrections educators, or those aspiring to teach in prisons, its concepts and activities are applicable to any environment or situation in which adults need to learn. Adult educators, front-line personnel in any public service role, librarians, legal professionals, judges, lawyers—they all can benefit from the expertise shared in this book. Read more
About This Book
This timely manual presents a new perspective on teaching and learning focused on countering the impacts of trauma on adults’ ability to learn. Within its detailed and useful approaches, Daniels provides a road map for building a trauma-responsive teaching practice grounded in the principles of Trauma-Informed Care, and emphasizing the need for educators to develop a rigorous practice of self-care. Prison classrooms, in particular, demonstrate the intersectional and overlapping nature of systemic, historical, and individual traumatic experience. People who rediscover themselves as learners while in corrections classrooms have a unique and powerful perspective to bring to the work of ending mass incarceration, and the role of education and learning in that ending. The concepts and framework presented in the text aim to expand how we define "working with trauma." Through this redefinition, we better align teaching and learning as counters to the impacts of trauma. As this alignment transforms educational philosophy and practice, we have an opportunity to repurpose the nature of education itself, and shift toward learning how to learn. Although this book contains content specific to corrections educators, or those aspiring to teach in prisons, its concepts and activities are applicable to any environment or situation in which adults need to learn. Adult educators, front-line personnel in any public service role, librarians, legal professionals, judges, lawyers—all can benefit from the expertise shared in this book. Read more
| ISBN-13 | 9780367499624 |
| ISBN-10 | 0367499622 |
| Publisher | Routledge |
| Publication Date | December 2021 |
| Edition | 1 |
| Pages | 156 |
| Language | English |
| Dimensions | 7.01 x 0.36 x 10 inches |
| Weight | 7.6 ounces |
Expert Analysis & Insights
In-depth editorial assessment across key dimensions
The book is praised for being 'heartfelt,' 'compelling,' and 'hopeful,' with a narrative that engages readers emotionally. The author's personal journey and the inclusion of student voices (e.g., Nova Sweet's testimonial) enhance motivation and connection to the material.
Excellent for inspiring educators and fostering reflective practice. To reinforce retention, consider pairing with discussion groups or journaling exercises based on the framework.
Reviewers describe it as a 'comprehensive overview' and 'seminal work' that covers a wide range of trauma types—childhood, generational, systemic, and racial—and their impacts on learning. It addresses both brain science and social science, offering a multi-layered analysis.
A strong foundational text for educators and practitioners new to trauma-responsive teaching. For deep dives into specific trauma types or neuroscience, consult specialized texts.
The book aligns with the growing emphasis on trauma-informed care in education and can inform faculty development programs. It is directly relevant to corrections education training and higher education teaching centers, as evidenced by endorsements from directors of teaching and learning.
Recommended for faculty development in adult education, social work, and corrections education. Not suitable for medical residency or fellowship curricula unless adapted for teaching skills.
The book provides a 'road map' for building a trauma-responsive teaching practice, with specific strategies for classroom environment, self-care for educators, and navigating carceral spaces. Reviewers highlight 'tangible strategies' and 'practical tools' for changing classroom environments.
Valuable for educators seeking actionable approaches to trauma-responsive teaching, especially in corrections. For quick-reference tools, you may need to extract and adapt the principles into your own checklists.
The book synthesizes literature on trauma, epigenetics, intergenerational trauma, and brain science, as noted by reviewers, bridging disparate fields. It critiques Euro-centric epistemological frameworks and integrates social science and neuroscience findings, offering a novel synthesis for adult education.
Useful as a conceptual framework for researchers in adult education, trauma studies, and corrections education. For a systematic literature review, supplement with peer-reviewed journal articles.
You May Also Like
