Trauma & Pedagogy
Burke, Penny Jane, and Ronelle Carolissen. 2018. "Gender, Post-Truth Populism and Higher Education Pedagogies." Teaching in Higher Education 23 (5): 543–47.
Carter, Angela M. 2015. "Teaching with Trauma: Disability Pedagogy, Feminism, and the Trigger Warnings Debate." Disability Studies Quarterly 35 (2). https://doi.org/10.18061/dsq.v35i2.4652.
Carello, Janice, and Lisa D. Butler. 2014. "Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching." Journal of Trauma & Dissociation 15 (2): 153–68. https://doi.org/10.1080/15299732.2014.867571.
Davis, Nancy J. 1992. "Teaching about Inequality: Student Resistance, Paralysis, and Rage." Teaching Sociology 20 (3): 232–38. https://doi.org/10.2307/1319065.
Horsman, Jenny. 2004. "'But Is It Education?': The Challenge of Creating Effective Learning for Survivors of Trauma." Women's Studies Quarterly 32 (1/2): 130–46. http://www.jstor.org/stable/40004396.
Bryan, Audrey. 2016. "The Sociology Classroom as a Pedagogical Site of Discomfort: Difficult Knowledge and the Emotional Dynamics of Teaching and Learning." Irish Journal of Sociology 24 (1): 7–33. https://doi.org/10.1177/0791603516629463.
Ravitch, Sharon M. 2020. "Flux Pedagogy: Transforming Teaching & Learning during Coronavirus." MethodSpace, 2020. https://urbanedjournal.gse.upenn.edu/volume-17-spring-2020/flux-pedagogy-transforming-teaching-and-leading-during-coronavirus.
From this moment of relational and educational uncertainty, upheaval and reverberation, of taking everything we do in person online, arrives the dire need for an emergent and humanizing education approach flux pedagogy.
Flux pedagogy integrates critical relational frameworks into a complex adaptive pedagogical approach that identifies and addresses lived problems as a form of radical learning towards informed action. A flux pedagogy approach supports an inquiry-based, emergent design teaching and leadership mindset that is adaptive, generative, and compassionate; it is a framework for balancing radical compassion for students, colleagues, staff, and self with high-yet-humanely-calibrated expectations for course learning in a moment when people need more of affirming and generative professional spaces. This crisis moment requires that educators learn new skills and mindsets for designing and enacting relational and transformative pedagogies with our students and colleagues even as we lead and teach them specific topics and content areas. The primary dimensions of flux pedagogy are: 1) Inquiry Stance Pedagogy; 2) Trauma-informed Pedagogy, which includes Radical Compassion and Radical Self-care; 3) Emergent Design, Student-Centered, Active Pedagogy; 4) Critical Pedagogy and Storytelling; 5) Racial Literacy Pedagogy; and 6) Brave Space Pedagogy. Each dimension is discussed in the context of COVID-19 and their generative integration—flux pedagogy—is offered a heuristic for equitable, responsive, ethical pedagogies in this pandemic moment. Strategies are shared for enacting flux pedagogy to support the co-construction of courses as online brave space communities of practice through the use of participatory approaches and critical pedagogy practices such as racial literacy storytelling, communal re-storying, counter-storytelling, and critical dialogic engagement peer inquiry groups.
Richard, Gabrielle. 2025. "Troubling Genders, Disturbing Sexualities: The Perilous Territory of the Pedagogy of Discomfort for Teaching Non-Normative Sexual and Gender Identities." In LGBTQ+ Studies in Education, edited by Robert C. Mizzi and Nelson M. Rodriguez. Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-85118-6_3.
Boler, Megan. 1999. Feeling Power: Emotions and Education. New York: Routledge.
Zembylas, Michalinos. 2015. "'Pedagogy of Discomfort' and Its Ethical Implications: The Tensions of Ethical Violence in Social Justice Education." Ethics and Education 10 (2): 163–74. https://doi.org/10.1080/17449642.2015.1039274.
Redmond, Melissa. 2010. "Safe Space Oddity: Revisiting Critical Pedagogy." Journal of Teaching in Social Work 30 (1): 1–14. https://doi.org/10.1080/08841230903249729.
Halberstam, Jack. 2018. "Trigger Happy: From Content Warning to Censorship." In The Power of Vulnerability, edited by Anu Koivunen, Katariina Kyrölä, and Ingrid Ryberg. Manchester: Manchester University Press. https://doi.org/10.7765/9781526133113.00008.
Gerdes, Kendall. 2019. "Trauma, Trigger Warnings, and the Rhetoric of Sensitivity." Rhetoric Society Quarterly 49 (1): 3–24. https://doi.org/10.1080/02773945.2018.1479767.