Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection
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| Title: | Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection |
|---|---|
| Language: | English |
| Authors: | Cora Palma, Annmary S. Abdou (ORCID |
| Source: | Equity & Excellence in Education. 2024 57(1):76-92. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Trauma Informed Approach, Racism, Social Justice, Early Experience, Minority Group Students, Poverty, Social Theories, Cultural Awareness, Equal Education, Educational Practices, Mental Health, Well Being, Holistic Approach |
| Geographic Terms: | California (Los Angeles) |
| DOI: | 10.1080/10665684.2023.2192983 |
| ISSN: | 1066-5684 1547-3457 |
| Abstract: | Mental health research concerning adverse childhood experiences and neurocognitive trauma has prompted many school districts to pursue the development of trauma-informed schools that attend specifically to the emotional and instructional needs of affected students. Researchers and practitioners are fast proliferating trauma-informed professional practices. Given research findings indicating disproportionate impacts of trauma on students of color and those living in poverty, in this article, we examine the risks of trauma-informed educational programs reanimating cultural deficit theories from the 1960s about marginalized students and families. Educators are challenged to thoughtfully fortify trauma-informed schooling by increasing awareness of deficit perspectives and incorporating critical anti-racist, equity-focused practices. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437022 |
| Database: | ERIC |
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| Abstract: | Mental health research concerning adverse childhood experiences and neurocognitive trauma has prompted many school districts to pursue the development of trauma-informed schools that attend specifically to the emotional and instructional needs of affected students. Researchers and practitioners are fast proliferating trauma-informed professional practices. Given research findings indicating disproportionate impacts of trauma on students of color and those living in poverty, in this article, we examine the risks of trauma-informed educational programs reanimating cultural deficit theories from the 1960s about marginalized students and families. Educators are challenged to thoughtfully fortify trauma-informed schooling by increasing awareness of deficit perspectives and incorporating critical anti-racist, equity-focused practices. |
|---|---|
| ISSN: | 1066-5684 1547-3457 |
| DOI: | 10.1080/10665684.2023.2192983 |
