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...

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Bibliographic Details
Main Author: Davidson, Jennifer Wilkins (Author)
Format: Electronic Article
Language:English
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Published: Sage [2020]
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)
Description
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.
ISSN:2052-9449
Contains:Enthalten in: Review and expositor
Persistent identifiers:DOI: 10.1177/0034637320926447