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SPECIAL ISSUES: TRAUMA-INFRMD TCHNG: ELA CLASSROOMS

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<P>We live in a time that requires attention to trauma. Educators and students are learning how to move forward in this precarious time, which in many ways has amplified preexisting health, racial, economic, and educational inequalities. The pandemic has shaped us in ways we have yet to understand fully, but we know we must adapt and heal together. It is imperative that K-College educators not only consider trauma-informed teaching, but also healing-centered teaching practices. As we think through ways to support the most harmed people in our teaching and learning communities, we will move closer to a more equitable and just healing-centered profession. This title gathers some of the most compelling and practical recent articles across NCTE journals, addressing the importance of trauma-informed teaching and its recent developments in the field. The editor has curated the collection to show how to help K-College teachers integrate the most up-to-date approaches to trauma-informed teaching into their particular classroom environments. In this volume, you will find valuable insights, diverse perspectives, innovative and exciting pedagogies, as well as thought-provoking research methodologies that engage micro- and macro-level supports you need to get started today.</P>

Trauma-Informed Teaching, Volume 1

PROFESSIONAL & REFERENCE

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Front Cover.
Half Title Page.
Titles in the Series.
Title Page.
Copyright Page.
Table of Contents.
Editor&#x2019;s Introduction.
1: A School Is Not Meant to Be Empty.
2: Counterstorytelling This Historical Moment.
3: Pandemic Pages.
4: Culture, Loss, and Silence: It&#x2019;s on Us.
5: From Crisis to Continuity: The Role of the LMS in the Future of Learning.
6: Writing for Liberation.
7: In the Black Radical Tradition: Poetry as a Praxis for Healing and Resistance in Education.
8: Pedagogies of Complicity: Perspective Taking and Healing.
9: Opportunity Centered Teaching for Racial Justice in Elementary English Language Arts Classrooms.
10: What&#x2019;s in a Name? Language, Identity, and Power in English Education.
11: In Dialogue: Transnational Childhoods.
12: The Kid in the Back of the Class.
13: From Rapport to Relationships: Shifting Our Practice from Classroom Management to Community.
14: Access Fatigue: The Rhetorical Work of Disability in Everyday Life.
15: Addressing Homelessness in Our Schools and Language Arts Classrooms.
16: There&#x2019;s Hope for Us All: Transformative Moments.
17: Texts of Becoming: A Parent&#x2019;s Plea for the Inclusion of Trans* Narratives.
18: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected By Trauma and Traumatic Stress.
19: Latinx Mothers and Daughters Defining Themselves through Art and Writing.
20: Harm and Healing: Reading with an ABAR (Anti-Bias, Antiracist) Lens.
21: #TEENPOETSMATTER: Writing Critical Micropoems as Urban Social Critiques.
22: Shining Light in Dark Corners: Choosing Heavy Books for the Classroom.
23: Enhancing Students&#x2019; Mental Health Literacy through the Paratext of Two Middle-Level Novels.
24: Using Picturebooks to Teach with and against Social and Emotional Learning.
25: Design Thinking in Reading Workshop: Flexible Strategies for Sparking Empathy in Middle School Readers in the Time of COVID-19.
26: I Don&#x2019;t Want to Write a Poem for My Dead Students.
27: &#x201C;Death didn&#x2019;t Come Up at Center Time&#x201D;: Sharing Books about Grief in Elementary Literacy Classrooms.
28: When Teachers Hurt: Supporting Preservice Teacher Well-Being.
29: Creating Space for Grief: Cultivating an Intersectional Grief-Informed Systemic Pathway for Teacher Leaders.
Call for Manuscripts.

Trauma-Informed Teaching, Volume 1.css-1p8rvzy{position:absolute;padding-left:8px;}

Trauma-Informed Teaching, Volume 1