"The hardships humans live through are interpreted differently and have very different consequences for individuals and groups in the contexts of schools and the wider society."
-Elizabeth Dutro PhD
Dr. Erin E. Silcox, PhD
I research trauma-informed literacy instructional practices, particularly with adolescent populations. Using a critical lens, I examine how normativity may impact how literacy teachers and their students engage with trauma in the classroom. From my research, I develop, implement, and investigate curricula and teacher professional development using principles of trauma-informed literacies.
Grappling with normativity, I realize that trauma-affected youth are full of assets, disguised as inappropriate for school, and labeled as deficient. Stories that diverge from the norm are treated as threats to productivity in schools, rather than opportunities for connection. Current school structures also may lead to dehumanizing conditions for teachers as well. I support educators as they discover the difference between correction and connection, comfort and discomfort, and safety and undue risk. I help teachers calibrate their pedagogies to harness students' assets and the benefits of human connection.
I also appreciate the nuances of trauma and consider trauma-informed literacies as a lens rather than a label (Venet, 2021). Trauma is often unrecognizable in the forms of racism, sexism, homophobia, transphobia, inhumane immigration policies, inequitable incarceration practices, police brutality, and so much more. And whereas marginalized groups are more likely to experience trauma because of inequities, they are also more likely to be pathologized, or treated as damaged goods.
I developed Trauma-Informed Teachers to communicate directly with teachers about what I have learned and continue to learn about working with trauma-affected youth. From shifting deficit perspectives and becoming culturally sustaining and anti-racist to using testimony and critical witness and healing-centered practices in the classroom, I want to share these tools with you right now. Let's make a difference for the students whose life experiences and systemic inequities have made school more difficult for them. Head on over to the blog for practical support and sign up to receive emails and stay in the loop about new findings, tools, and resources.
I research trauma-informed literacy instructional practices, particularly with adolescent populations. Using a critical lens, I examine how normativity may impact how literacy teachers and their students engage with trauma in the classroom. From my research, I develop, implement, and investigate curricula and teacher professional development using principles of trauma-informed literacies.
Grappling with normativity, I realize that trauma-affected youth are full of assets, disguised as inappropriate for school, and labeled as deficient. Stories that diverge from the norm are treated as threats to productivity in schools, rather than opportunities for connection. Current school structures also may lead to dehumanizing conditions for teachers as well. I support educators as they discover the difference between correction and connection, comfort and discomfort, and safety and undue risk. I help teachers calibrate their pedagogies to harness students' assets and the benefits of human connection.
I also appreciate the nuances of trauma and consider trauma-informed literacies as a lens rather than a label (Venet, 2021). Trauma is often unrecognizable in the forms of racism, sexism, homophobia, transphobia, inhumane immigration policies, inequitable incarceration practices, police brutality, and so much more. And whereas marginalized groups are more likely to experience trauma because of inequities, they are also more likely to be pathologized, or treated as damaged goods.
I developed Trauma-Informed Teachers to communicate directly with teachers about what I have learned and continue to learn about working with trauma-affected youth. From shifting deficit perspectives and becoming culturally sustaining and anti-racist to using testimony and critical witness and healing-centered practices in the classroom, I want to share these tools with you right now. Let's make a difference for the students whose life experiences and systemic inequities have made school more difficult for them. Head on over to the blog for practical support and sign up to receive emails and stay in the loop about new findings, tools, and resources.
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