Beyond trigger warnings: Toward a trauma-informed andragogy for the graduate theological classroom

Although development of trauma-informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma-informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carr...

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Bibliographic Details
Published in:Review and expositor (Berne) 2020-05, Vol.117 (2), p.243-256
Main Author: Davidson, Jennifer W.
Format: Article
Language:English
Online Access:Get full text
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Summary:Although development of trauma-informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma-informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carry experiences of trauma with them. This article makes the case for the need for a trauma-informed andragogical model for the graduate theological classroom by: discussing the pervasiveness of trauma; providing definitions of key terms that need to be understood for elaborating a trauma-informed andragogy; recommending trauma-informed principles for course design and class-session planning based in safety, trust, choice, collaboration, and empowerment; and identifying a few next steps for cultivating trauma-informed classrooms and institutions at the graduate level.
ISSN:0034-6373
2052-9449
DOI:10.1177/0034637320926447