Year: 2022
Type: article
Abstract: Curriculum-induced trauma (CIT) results from school socioracial adverse school experiences (SASEs) or traumatic stressors induced by curriculum supremacy towards whiteness, biased school policies, and culturally insensitive pedagogical practices. Given that schools can perpetrate school-induced trauma (SIT) and exist as trauma-inducing agents, it is imperative that trauma-informed models emphasize the trauma of racism, sexism, ableism, classism, religious and sexual orientation marginalization that are propagated by schools. This paper explores existing trauma-informed models and their ability to address the impact of SIT and CIT. Comprehensive innovative solutions are provided for creating school ecologies that are trauma-free and recommendations are suggested to teachers, administrators, and parents on how to support and combat CIT and SIT.
Authors: Stephen Hancock, Sonyia C. Richardson
Institution: University of North Carolina at Charlotte
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4401167938