Grant Recipients
Greta Kroeker, History
Description
This project explores how the incorporation of trauma informed care (TIC) and feminist pedagogies into the university history classroom can support the overall socio-emotional wellbeing and resilience of students learning about traumatic histories. Through a combination of innovative assessments and engagements that empower voice, choice, and agency, this course will offer students multiple entry points to engage with the subject of gender-based violence in early modern Europe. We will redesign a fourth-year history course to promote higher order historical thinking (Sexias & Morton, 2013) and skill development, with a particular emphasis on the digital humanities, to empower students to “make history.” This project will mobilize, observe, assess, and articulate scaffolding mechanisms to provide safe and collaborative learning environments in which to address complex and difficult topics in the classroom.
References
Carillo, E.C. (2007). “Feminist” teaching/teaching “feminism”. Feminist Teacher, 18(1), 28-40. https://doi.org/10.1353/ftr.2008.0019
Chow, E. N.-L., Fleck, C., Fan, G., Joseph, J., & Lyter, D. (2003). Exploring critical feminist pedagogy: infusing dialogue, participation and experience in teaching and learning. Teaching Sociology, 31(3), 259-275. https://doi.org/10.2307/3211324
Sanders, J.E. (2021). Teaching note – Trauma-informed teaching in social work education. Journal of Social Work Education, 57(1), 197-204. https://doi.org/10.1080/10437797.2019.1661923
Sexias, P. & Morton, T. (2013). The big six historical thinking concepts. Nelson Education.