What are We Centering? Developing a Trauma-Informed Syllabus
Item Description
Linked Agent
Author: Carello, Janice
Institution: Pennsylvania Western University, Edinboro Campus
Department: Department of Social Work
Author: Thompson, Phyllis
Institution: East Tennessee State University
Publisher: Palgrave MacMillan
Date Created
2023
Date Issued
2023
Abstract
How do we as college educators describe our course syllabi: a contract, an instruction manual, a roadmap, an invitation, a collaboration, a waste of time? What do our syllabi reflect about our teaching style, our authority style, the type of relationship we hope to have with students? What do we mean when we direct students—literally and figurately—to “Read the syllabus”? What explicit and implicit meanings do our syllabi convey? Do we secretly—or not so secretly—want students to like us, respect us, fear us, revere us, understand us, need us, pity us, remember us, leave us alone?
Note
ISBN: 978-3-030-92705-9
Description Long
Trauma-Informed Pedagogies
Genre
Resource Type
Place Published
Switzerland
Language
Extent
pdf
16 pages
Physical Form
Rights
Carello, J., Thompson, P. (2022). What Are We Centering? Developing a Trauma-Informed Syllabus. In: Thompson, P., Carello, J. (eds) Trauma-Informed Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-92705-9_17
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