Beyond trigger warnings: Toward a trauma-informed andragogy for the graduate theological classroom
Although development of trauma-informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma-informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carr...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage
[2020]
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| In: |
Review and expositor
Year: 2020, Volume: 117, Issue: 2, Pages: 243-256 |
| RelBib Classification: | FB Theological education ZD Psychology ZF Education |
| Further subjects: | B
Theological Education
B trauma-informed andragogy B Keywords theological education B trauma-informed care B trauma-informed pedagogy B Trauma |
| Online Access: |
Volltext (Verlag) |
| Summary: | Although development of trauma-informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma-informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carry experiences of trauma with them. This article makes the case for the need for a trauma-informed andragogical model for the graduate theological classroom by: discussing the pervasiveness of trauma; providing definitions of key terms that need to be understood for elaborating a trauma-informed andragogy; recommending trauma-informed principles for course design and class-session planning based in safety, trust, choice, collaboration, and empowerment; and identifying a few next steps for cultivating trauma-informed classrooms and institutions at the graduate level. |
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| ISSN: | 2052-9449 |
| Contains: | Enthalten in: Review and expositor
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| Persistent identifiers: | DOI: 10.1177/0034637320926447 |