Reflections: A Journal of Community-Engaged Writing and Rhetoric Feb 2022 Open Access

Embracing Disruption: A Framework for Trauma-informed Reflective Pedagogy

Jennifer E. Eidum

Abstract

This article presents a trauma-informed integrative reflection framework to make a case for prioritizing reflection during learning disruptions, especially in community-engaged learning environments. I begin by describing a community-based service-learning course “TESOL: Theory & Practice” which includes a community-engaged learning partnership between a university English department and the Adult Basic Education division at a local community college. Then, I articulate two aspects of the TESOL course developed in response to the COVID-19 pandemic: first, a framework for integrative reflection that supports adaptation and student learning throughout the semester, and second, the structures of trauma-informed reflective practice that I integrated throughout the course design. Finally, I highlight three takeaways of embracing disruption: adapting partnerships, disrupting routines, and keeping reflection at the center. Together, these themes point not only to the need for trauma-informed reflective pedagogy, but also the need to keep complicating how we live out this approach to teaching.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2022-02-16
DOI
10.59236/rjv21i1pp115-139
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Topics
writing pedagogy curriculum design two-year college service learning teacher development editorial matter
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