Teaching and Learning for Social Impact

Strategies for Trauma Informed and Healing Centered Teaching

Read more about these strategies in “A Trauma-Informed Approach to Teaching Through Coronavirus” from Teaching Tolerance and Four Core Priorities for Trauma-Informed Distance Learning from KQED.

Something else to consider alongside healing is the idea of liberation or the idea of liberatory design and liberatory teaching in our classroom. This idea and process comes from the d.school at Stanford University. A part of this design process includes empathy. Empathizing in the design process helps you to “focus on understanding the experiences, emotions, and motivations of others” (citation). [https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/58c8319bb3db2b7f6a7a22f0/1489514961988/Liberatory+Design+Cards.pdf]

Before moving on, reflect on the following questions:
  1. How does my identity and role in this project affect how and what people share with me?
  2. How do I maintain awareness of my biases and challenge them in order to see this community more authentically?
  3. What do people in this community identify as their needs?
  4. How do systemic oppression and/or privilege affect this community, and how does that relate to this project?

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