教育和社会正义中的创伤实践:走向批判的方向

Mark Boylan
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引用次数: 2

摘要

越来越多致力于社会正义的教育从业者接受创伤知情实践,而那些倡导和制定创伤知情实践的人则致力于社会正义。然而,考虑到“创伤知情”和“社会正义”的含义具有可塑性,将社会正义与创伤知情的实践联系起来需要比目前发现的更清晰的概念。此外,这些教育目标之间的复杂关系还没有得到充分的研究。为了解决这些问题,开发了一个分析框架,将创伤知情的教育实践形式模型与社会正义相结合。这借鉴了社会工作和教学以及教师教育中发展起来的社会正义模式。将这一框架应用于创伤知情实践表明,到目前为止,创伤形成的实践通常具有保守或社会自由的社会正义取向。实践建议与批判取向相一致,它关注与童年创伤和逆境有关的文化和结构关系。批判的方向不仅应该考虑实践,还应该通过进一步的理论、哲学和道德参与来了解,作为跨教育专业的积极主义专业项目的一部分。
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Trauma informed practices in education and social justice: towards a critical orientation
Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and teacher education. Applying this framework to trauma-informed practice indicates that traumainformed practice, as so far developed, generally has either a conservative or a socially liberal social justice orientation. Practices are proposed that align with a critical orientation, which attends to cultural and structural relationships implicated in trauma and adversity in childhood. A critical orientation should not only consider practice but also be informed by further theoretical, philosophical and ethical engagement as part of a project of activist professionalism across educational professions.
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