Teaching While Traumatized: An Autoethnographic Account of Teaching, Triggers, and the Higher Education Classroom

Autor/inn/en	Walters, Sara; Anderson, Ashlee B.
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01