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Inside the Black Box of Divisive Concepts and Difficult History: Introducing a Typology of Collective Trauma in Social Studies Education

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Title: Inside the Black Box of Divisive Concepts and Difficult History: Introducing a Typology of Collective Trauma in Social Studies Education
Language: English
Authors: Paul J. Yoder (ORCID 0000-0002-1402-6215)
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Trauma, Social Studies, Classification, Trauma Informed Approach, Racism, State Legislation, Educational Legislation, Controversial Issues (Course Content), History Instruction, Language Usage, Verbs
Geographic Terms: Virginia
ISSN: 2332-8584
Abstract: Trauma studies scholars emphasize naming or acknowledging trauma to promote healing. In response to the recent political and curricular whiplash in the Commonwealth of Virginia, this paper investigates the prevalence and nature of traumagenic events in Virginia's social studies standards. Data analysis suggests that conceptual insights from trauma studies literature are broadly applicable in the study of traumagenic events in social studies. The findings foreground the role of positionality in the study of traumagenic events and highlight the importance of active verbs and visible actors in acknowledging both trauma and healing in the standards. This paper concludes with a typology for examining collective trauma in social studies curricula and beyond.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455633
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Inside the Black Box of Divisive Concepts and Difficult History: Introducing a Typology of Collective Trauma in Social Studies Education
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  Data: Trauma studies scholars emphasize naming or acknowledging trauma to promote healing. In response to the recent political and curricular whiplash in the Commonwealth of Virginia, this paper investigates the prevalence and nature of traumagenic events in Virginia's social studies standards. Data analysis suggests that conceptual insights from trauma studies literature are broadly applicable in the study of traumagenic events in social studies. The findings foreground the role of positionality in the study of traumagenic events and highlight the importance of active verbs and visible actors in acknowledging both trauma and healing in the standards. This paper concludes with a typology for examining collective trauma in social studies curricula and beyond.
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      – SubjectFull: Language Usage
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      – SubjectFull: Virginia
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