![]() The effects touch the core of being and reside deep in the body.Ī central feature of trauma is that it disrupts one’s personal narrative, interfering with one’s sense of self and experience of the world. ![]() 4 The result is often some variant of post-traumatic stress disorder (PTSD). Yet, a trauma victim is also a survivor, coping with overwhelming danger in ways too deep to fathom. Trauma involves a loss of agency and a profound sense of powerlessness. overwhelm the ordinary human adaptations to life.” 3 Trauma engages psychic, physiological, and neurological survival mechanisms when a person feels disempowered to respond to a grave threat. Judith Herman, a pioneering researcher in the modern understanding of trauma, stated that, “traumatic events. Simply put, psychological trauma is the result of an experience that is too much to handle. It offers a basic definition and description of trauma, introduces the features of a trauma-informed approach, and presents the core values guiding a trauma-informed pedagogy. This introduction serves as a shared basis for this endeavor. We invited new contributors to address specific aspects of classroom teaching, illustrating how we as instructors in higher education can bring a trauma-informed approach to our pedagogy in religious studies and theological education. 2 For this issue of Spotlight, Ott and I have broadened the scope from sexuality and narrowed the purview to trauma. Crumpton, and others who contributed to our recent, co-edited volume, Teaching Sexuality and Religion in Higher Education: Embodied Learning, Trauma Sensitive Pedagogy, and Perspective Transformation. Tinklenberg, as a way of generating conversation on this important topic and building on the scholarship of Michelle Mary Lelwica, Stephanie M. Kate Ott and I proposed this theme to the Spotlight editor, Jessica L. This issue of Spotlight on Teaching is dedicated to the theme of trauma-informed pedagogy. We enter the classroom uninformed about trauma at our own peril-and to our students’ detriment. Furthermore, our understanding of trauma (or lack thereof) significantly impacts our pedagogical effectiveness and ability to nurture the best learning in our students. As educators, we are part of a community of service providers with the power to contribute to or detract from this circle of care. This shift from confrontation to care is the crux of a trauma-informed approach, a new paradigm in public services. Now I know to ask instead, “What has happened to you?” 1 Instead of confrontation, I focus on care. Over the past thirty years, our societal understanding of trauma has opened up a different way to address these presenting issues. If vocalized, this response to undesired behavior in my classroom, might, at best, suppress outward disruption so that class can continue as “normal.” Yet, it could perpetuate a cycle of shame and blame, exacerbating the underlying issue and contributing to an ongoing public health crisis. When one of my students is habitually distracted, inattentive, or disruptive, this question might surface in my mind.
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