1st Edition
Trauma-Informed Teaching in Non-Traditional Spaces Stories, Scholarship and Strategies
Section 1: Foundations of Trauma-Informed Practice
Section Introduction by Ana Larsen
Chapter 1- Flagging the Undercurrent: Navigating Psychologically Safe Classrooms and Enacting Collective Compassion by Anita Maclaurin
Chapter 2- Holding The Room by Virginia Blackney
Chapter 3- We Don’t Need Another Hero: Navigating and Narrating Trauma in the Classroom by Dr Angela Jones
Chapter 4- Culture Before Content by Erin O’Donaghue
Section Outro: Practical Strategies for Educators for Holding the Space
Section 2: Trauma-Informed Pedagogy in Practise
Section Introduction by Dr Gemma Mann
Chapter 5- Overcoming ‘Traumathic’ Experiences in Enabling education: Approaches to Implementing a Trauma-Informed Math Classroom by Debra Monteith and Dr. Joanne G. Lisciandro
Chapter 6- The Intersection of Self-Efficacy and Trauma-Awware Teaching in the Enabling Program Context: A Case Study by Ana Larsen and Amy Claughton
Chapter 7- Sources of Compassion and Care: Reframing Postgraduate Supervision with a Trauma-Informed Approach by Prof Jessica Gildersleeve, Dr India Bryce and Prof Gina Wisker
Section Outro: Practical Strategies for Responding to Student Needs
Section 3: Innovation, Advocacy, and Systemic Change
Section Introduction by Dr Susan Hopkins
Chapter 8- When Care Hurts: Rethinking and Reorientating Trauma-Informed Practice by Liam Frost-Camilleri and Nicoli Barnes
Chapter 9- Cultural Complexity, Compassion and CaLD Needs in the Trauma-Informed Tertiary Institution: A Reflection on The Journey by Dr Noraisha Oyama
Chapter 10- Navigating Activism and Advocacy: Trauma-Informed Approaches to Empower Students to Lead Systemic Change to Improve Equity and Inclusion in Educational Settings by Dr Gemma Mann and Carmen Barnard
Chapter 11- The Enabler and her Shadow: Moral Injuries Beneath the Myth of Meritocracy in Neoliberal Times by Dr Angela Jones, Dr Susan Hopkins, Anita Maclaurin, Dr Gemma Mann and Ana Larsen
Section Outro: Practical Strategies For Extending Trauma-informed Practice
Conclusion by Anita Maclaurin and Dr Angela Jones
Biography
Anita Maclaurin is an AAUT award winning enabling educator and a trained High School Teacher and Creative Arts Therapist. She has been a Lecturer for University Preparation Pathways at Murdoch University, Australia since 2013. Currently she is the Program Coordinator of FlexiTrack High. Previously an International Baccalaureate teacher, a Curriculum Coordinator, and a Teaching and Learning coach. Her teaching and learning approaches are underpinned by social justice and constructivist theory, educational psychology and creative pedagogical process. Her research focus is on authentic and engaging enabling programs, holistic curriculum design, trauma informed pedagogies and the emotional labour demands on enabling educators.
Dr Angela Jones is a Senior Lecturer in Access and Equity, and course coordinator of UniPrep programs at Edith Cowan University, WA, Australia. She is a two-times AAUT award winner including: a 2023 citation for outstanding contribution to Student Learning for co-designing the FlexiTrack in-schools enabling program, and a 2024 award winner for programs that enhance learning for UniPrep. She co-edited Transitioning Students into Higher Education Philosophy, Pedagogy and Practice (2019), which focused “on the relationship between philosophy, pedagogy and practice when designing programs, units or courses for transitioning students to new educational spaces in the university environment.” Angela is a passionate enabling educator and advocate for social justice education, and the career development of academics in this space.
