ABSTRACT

With this paper, we present an autoethnographic account of how two higher education teachers have navigated the classroom as they deal with their own traumatic experiences. This includes discussions of how each individual’s trauma developed and manifests in the classroom, as well as discussions of various pedagogical implications/strategies for other higher education teachers dealing with trauma. To begin, we outline the research on trauma, highlighting the ways in which the research landscape characteristically looks at how teachers (typically K-12) might better educate students dealing with trauma and adverse childhood experiences (ACEs). Next, we discuss autoethnography as one methodology that articulates embedded experience that is informed by power and personal reactions, responses, and experiences. We then discuss how these traumatic experiences impact our pedagogy and overall feelings of safety on college campuses, which also includes strategies that we use to mitigate the harmful effects of our traumas.

摘要

在本文中，我们提供了一份自传的民族志说明，其中介绍了两位高等教育老师如何应对自己的创伤经历，如何在课堂上进行导航。这包括讨论每个人的创伤如何在课堂上发展和表现出来，以及对其他处理创伤的高等教育教师的各种教学影响/策略的讨论。首先，我们概述了有关创伤的研究，着重介绍了研究前景如何以典型的方式看待教师（通常是K-12）如何更好地教育处理创伤和不利的儿童经历（ACE）的学生。接下来，我们将民族志学作为一种表达嵌入式经验的方法进行讨论，这种经验是由力量和个人反应，反应和经验所提供的。