From Producing to Reducing Trauma: A Call for "Trauma-Informed" Research(ers) to Interrogate How Schools Harm Students

Autor/inn/en	Petrone, Robert; Stanton, Christine Rogers
Titel	From Producing to Reducing Trauma: A Call for "Trauma-Informed" Research(ers) to Interrogate How Schools Harm Students
Quelle	In: Educational Researcher, 50 (2021) 8, S.537-545 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanton, Christine Rogers)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211014850
Schlagwörter	Trauma; Educational Research; Research Methodology; Definitions; Biomedicine; Social History; Educational Methods; Child Development; Student Behavior; Experience; Educational Environment; School Role; Indigenous Populations; American Indian Students; United States History; Research Needs + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Begriffsbestimmung; Biomedizin; Sozialgeschichte; Educational method; Erziehungsmethode; Kindesentwicklung; Student behaviour; Schülerverhalten; Erfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sinti und Roma; Forschungsbedarf
Abstract	Although "trauma-informed education" has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of "trauma-informed" approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on "trauma-informed education" to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01