Literaturnachweis - Detailanzeige
Autor/inn/en | Walters, Sara; Anderson, Ashlee B. |
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Titel | Teaching While Traumatized: An Autoethnographic Account of Teaching, Triggers, and the Higher Education Classroom |
Quelle | In: Teaching in Higher Education, 28 (2023) 6, S.1280-1294 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2021.1876018 |
Schlagwörter | Trauma; Ethnography; Higher Education; College Faculty; Teacher Attitudes; Teaching Methods; Campuses; Safety; Educational Experience; Teacher Student Relationship; Power Structure; Personal Narratives; Creativity; Coping; Child Abuse; Sexual Abuse; Course Descriptions; Grouping (Instructional Purposes); Self Disclosure (Individuals) Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sicherheit; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Erlebniserzählung; Kreativität; Bewältigung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Sexueller Missbrauch; Kursstrukturplan; Grouping; Gruppenbildung |
Abstract | With this paper, we present an autoethnographic account of how two higher education teachers have navigated the classroom as they deal with their own traumatic experiences. This includes discussions of how each individual's trauma developed and manifests in the classroom, as well as discussions of various pedagogical implications/strategies for other higher education teachers dealing with trauma. To begin, we outline the research on trauma, highlighting the ways in which the research landscape characteristically looks at how teachers (typically K-12) might better educate students dealing with trauma and adverse childhood experiences (ACEs). Next, we discuss autoethnography as one methodology that articulates embedded experience that is informed by power and personal reactions, responses, and experiences. We then discuss how these traumatic experiences impact our pedagogy and overall feelings of safety on college campuses, which also includes strategies that we use to mitigate the harmful effects of our traumas. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |