Next Article in Journal
Perspectives on Inclusive Education: Need for Muslim Children’s Literature
Next Article in Special Issue
Religious Education in (Post-)Pandemic Times; Becoming a Resilient Professional in a Teacher Academy
Previous Article in Journal
‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms
Previous Article in Special Issue
Integration of Tauhidic Elements for Environmental Education from the Teachers’ Perspectives
Open AccessArticle

Trauma-Informed Pedagogy for the Religious and Theological Higher Education Classroom

Lancaster Theological Seminary, 555 West James Street, Lancaster, PA 17603, USA
Religions 2020, 11(9), 449; https://doi.org/10.3390/rel11090449
Received: 12 August 2020 / Revised: 27 August 2020 / Accepted: 29 August 2020 / Published: 2 September 2020
(This article belongs to the Special Issue Reflecting on the Possibilities of Religious Education Research)
This article promotes a wider understanding of trauma-informed pedagogy for the higher education classroom, whether in-person or virtual, focusing on undergraduate and graduate teaching in religious studies and theological education. Trauma is not confined to individual experiences of single horrifying events—trauma can be collective (community-wide, e.g., COVID-19), epigenetic (inherited or intergenerational), social-cultural (e.g., racism), or vicarious. Drawing on religious education literature and recent insights from psychology, neuroscience, and public health studies, this article provides a shared basis for further development of trauma-informed pedagogy by religious and theological educators. A principle feature of this article is bibliographic, portraying the state of scholarship at the intersection of religious education and trauma and pointing to resources necessary for further development. It offers a brief survey of extant literature, presents a basic definition and description of trauma, introduces the features of a trauma-informed community approach, and discusses the core values guiding trauma-informed pedagogy. The article also explores religious aspects of trauma and discusses care for instructors, who deal with their own traumatic pasts as well as the secondary effects of encountering, teaching, and supporting traumatized individuals in the religious education classroom. This article concludes with a call for further research. View Full-Text
Keywords: psychic trauma; trauma-informed pedagogy; trauma-sensitive pedagogy; trauma-informed education; embodiment; secondary traumatization; vicarious trauma; higher education; religious education; theological education psychic trauma; trauma-informed pedagogy; trauma-sensitive pedagogy; trauma-informed education; embodiment; secondary traumatization; vicarious trauma; higher education; religious education; theological education
MDPI and ACS Style

Stephens, D.W. Trauma-Informed Pedagogy for the Religious and Theological Higher Education Classroom. Religions 2020, 11, 449.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop