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The Importance of Narrative: Moving Towards Sociocultural Understandings of Trauma-Informed Praxis
Get PDFDominant framings of trauma-informed pedagogy are currently grounded in a purely biomedical understanding of trauma, often locating ‘problems’ to be solved in individual students or communities, and engendering ‘solutions’ that focus on discourses of self-regulation and control. While these framings are slowly giving way to broader environmental understandings of trauma and marginalized youth, a deeper understanding of ecologies of privilege, disposession, and relationships to/with trauma is needed to understand the role(s) that schooling might play in mitigating traumatic experiences and their effects on young people. In particular, many students of color who are working-class or experiencing poverty must navigate racialized, gendered, and classed hierarchies alongside labels positioning them as ‘bad’ students as they work to earn a high school diploma and enact desired post-secondary life paths. This paper draws on data from an ongoing study of adolescent scholars in a “second-chance” trauma-informed secondary-level program, and offers selections from a focus group that demonstrates the importance of young people’s meaning-making when exploring what might make for generative “trauma-informed” pedagogies. Specifically, this paper argues for a focus on identity work and narrative to further ecological understandings of privilege, dispossession, and how young people take up trauma discourse to make meaning of their past experiences, their current realities, and their future possibilities
Technology in Education: The Ongoing Debate of Access, Adequacy and Equity
Get PDFTechnology is intertwined in all aspects of our lives. Technology has evolved in ways that were once considered unimaginable. Yet, access to these advancements in technology are not adequate, especially throughout our education system. The purpose of this paper is to bring to light the significance technology can have on our education system today. This paper will reflect research which supports the integration of technology beginning in early childhood classrooms. This paper will also reflect on the injustices that exist in how educational technology is unequally distributed between socio-economic status. More is available to wealthy, white students. While people from low-income backgrounds and people of color continue to struggle to access the same tools for academic, and later professional success. Our education system needs to advocate so that all learners regardless of their socio-economic status have access to adequate and equal technology
Good Things: An Original Picture Book
Get PDFThe research collected in this study aims to support students, teachers and parents on their journey of building a relationship with houseplants. Whether in a classroom, at home or in a work space, a relationship with a houseplant should be one that is intentional, personal and provides an opportunity for growth both physically and mentally. The following research aims to support this belief while also supporting students, teachers and parents through the creation of the original book material, Good Things
A Call for Radical Action: How Ordinary Racism, Superimposition of White Values, and The Hyper-Visible- Invisible Dichotomy Are Pushing Black Girls Out of Schools
Get PDFThis paper explains and analyzes how ordinary racism, superimposition of white values, and the hyper visible-invisible dichotomy operate in K-12 schools to stymie the academic and socio emotional development of Black girls, criminalize them, and push them out of schools
Barrington Bunny: case of the curious clouds a narrative picture book for symbolic play and STEM curriculum
Get PDFAdults constantly use their imagination to help them visualize, problem-solve, enjoy a book, empathize, and think creatively. Therefore, using one\u27s imagination is a critical cognitive skill that can be used throughout life. And it is crucial for educators to encourage imagination, creativity and original ideas in childhood through pretend play, story, picture books, and narrative make-believe if we want our students to be mindful and functioning adults in society. Pretend play is also known as symbolic play because it involves the use of symbols. This type of symbolic thought is also needed for language and reading, as our words are symbols. Our words stand for our thoughts and ideas. Therefore, pretend play and language both involve the same underlying ability to represent things symbolically. Reading, writing, and storytelling is the verbalization of symbolic play.
Barrington Bunny: Case of the Curious Clouds can be categorized as a connected math picture book. But at its core, it is a narrative picture book. And as such, the book can be used for various topics including emotional turmoil, impulse to break social norms, acceptance, and changing of needs, among others. Finally, presenting challenging subjects in various outputs, mediums, and supported by an appropriate picture book provides young children more opportunities to understand the material (some children may learn better by reading about it, others by acting out a story, others by making something related to the topic with their hands). Therefore, children understand the material more fully and deeply because they can now think about it in several different ways, giving them a richer, and growing learning experience
#23 Meet the Center for Children\u27s Literature Director, Cynthia Weill
No full textLearn about the director Cynthia Weill\u27s process of making artwork with artisanal families in rural Mexico for three books in her folk art series.https://educate.bankstreet.edu/librarysalons/1022/thumbnail.jp
Introduction to the Guttman Articles
Get PDFThe Guttman Center for Early Care and Education came about through a 2016 grant from the Guttman Foundation to provide a quality professional development and support system to child care providers and practitioners in East New York, Brooklyn. The program paired coaching with Saturday workshops delivered in the community to address local community needs. Following participants’ graduation, the program initiated a learning network to promote continued peer learning (see the articles in this issue by Robin Hancock and Marjorie Brickley). Although the project has ended, the learning network—and thousands of interactions from the many relationships that were formed—remain and continue to evolve. Children, practitioners, parents, and Guttman program staff have changed for the better as a result of the work in which we all were deeply engaged
Long Trip 2019 Photo 3
No full textPhoto from Labiba Abdur-Rahmanhttps://educate.bankstreet.edu/longtrip-2019-images/1002/thumbnail.jp
Amplifying voices of pediatric patients with sickle cell disease to diminish racial bias
Get PDFLiterature shows that most young adults (over 96%) with SCD reported perceived racial bias in the community and also endorsed health related stigma. Findings support an association between perceived racial bias and depression, anxiety, lower self-esteem, behavioral problems, and increased substance use among pediatric populations (Wakefield et al., 2017). Although the problem of racial bias is documented in the literature, the relationship between this patient population and self-advocacy is not well researched. Young patients diagnosed with SCD are capable of advocating for themselves, and learning these skills will help them take ownership of their care and feel more included in decisions made about their treatment. With support of child life specialists, tools of self-advocacy and knowledge about the health care system, these patients are capable of overcoming the large systems that are intrinsically biased against their health, their race, and their success
Relationship-Based Infant Care as a Framework for Authentic Practice: How Eun Mi Rediscovered her Teaching Soul
Get PDFIn this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based teaching and caring. Bringing together the theoretical frames of funds of identity and use of self in authentic practice, we explore the ways that teacher identity unfolds and potentially changes through practice, feedback, and reflective engagement. Our analysis reveals the power of relationship-based learning as a framework for educating diverse teachers for quality infant care