| Title: |
Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection |
| Language: |
English |
| Authors: |
Cora Palma; Annmary S. Abdou (ORCID 0000-0002-4458-4752); Scot Danforth; Amy Jane Griffiths (ORCID 0000-0002-8486-0934) |
| 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 |