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A Trauma-Informed Curriculum: Race and Ethnic Studies and Social Justice Learning Goals
“Through a critical lens, university curriculum may be seen to reflect, and drive, our trauma-based history and the contemporary social inequities that accompany it. A trauma-informed curriculum centers social justice and equity in its orientation, and provides learning goals which are inclusive, supportive, and potentially liberative for our students, and for our disciplinary approaches as well.”
– Pedro Ferbel-Azcarate, Ph.D. Black Studies Department, Portland State University
This living document is an orientation to the field of Ethnic Studies and provides useful content for all fields of inquiry. I am encouraged that PSU’s RESR provides a curricular locus of engagement for all our students to examine who they are as individuals and members of communities in a trauma-informed way. This empowers students to move towards self- and collective-determination.
This organization and its many publications are resources on teaching outside the narrative of dominant perspectives, and strongly promote student centered learning.
A classic for student engagement!
Resources curated by
Pedro Ferbel-Azcarate, Ph.D.
Pedro is an Interdisciplinary Archaeologist, teaching in the Black Studies department at Portland State University. He is the current Chair of the Race and Ethnic Studies Requirement Committee (RESR), which co-authored the accompanying living document, to define the curriculum, pedagogy and learning goals of the RESR.
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