Trauma-Informed Design and Pedagogy in Higher Education (77632)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Kari Krell

Wednesday, 27 March 2024 10:30
Session: Session 1
Room: Room 707
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This case study examines post-pandemic teaching and learning experiences, utilizing narrative inquiry as its primary method to comprehend how individuals construct their identities through storytelling. Casey (1996) describes narrative inquiry as a way to defy “the forces of alienation, anomie, annihilation, authoritarianism, fragmentation, commodification, depreciation, and dispossession” (p. 5) making it a powerful tool to understand the trauma experienced by our participants. Narrative inquiry is a collaborative, politically charged, and feminist-rooted approach that defies societal forces, enabling the exploration of trauma experienced by learners in higher education institutions. This study also delves into the long-lasting impact of trauma on the human brain and mental health. It investigates faculty members' comprehension of trauma and the creation of trauma-informed learning environments in line with existing research. Additionally, it explores educators' perspectives within the faculty on how trauma influences students' learning experiences. This research contributes to our understanding of trauma's role in higher education and its potential lifelong consequences, highlighting the significance of narrative inquiry as a sense-making tool and identity-shaping process in the context of teaching and learning.

Kari Krell, MacEwan University, Canada
Katy Campbell, University of Alberta, Canada

About the Presenter(s)
Dr Katy Campbell is a University Administration at University of Alberta in Canada

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00