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Chapter 3 Techniques for Creating Trauma-Sensitive Learning Environments for Children
Author: Jennifer Lauria

quality learning. It’s important that all stakeholders in a child’s life and educational journey become informed about identifying and utilizing appropriate strategies to help create trauma-sensitive classrooms rather than shy away thinking they should leave that type of support up to trained mental

In: Trauma Informed Classrooms
Chapter 8 A Call for Trauma-Informed Understanding at Colleges and Universities

of the college experience, from residence life and athletics to orientation programs and enrollment management. The values that ground TIC align with the mission of higher education in general. Safety, trustworthiness, choice, collaboration, and empowerment are critical to building a rich college

In: Trauma Informed Classrooms
Chapter 4 Mindfulness in the Trauma Informed Classroom
Author: Deryn A. Susman

reacting. This response is not a bad thing. In fact, it is what has enabled all of us, and our ancestors, to live our fullest lives. Sensing danger helps keep us safe. However, when the input of recognizing danger becomes corrupt, this life-saving system can become very damaging. Reva et al. (2014

In: Trauma Informed Classrooms
Chapter 6 Postdigital Positionality as a Leader and Policy Maker
Author: Sarah Hayes

potentially irreversible digitalisation of life ( OECD , 2020 ). McPolicy closes down debate ( Hayes et al., 2020 ). Or it did, until Covid-19 brought into the public domain the diverse and unique postdigital positionalities of students and academics across the globe ( Jandrić & Hayes, 2020a , 2020b

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In: Postdigital Positionality
Chapter 6 Openness and Open Practice in Mentoring

In recent decades, there has been a growing patchwork of educational movements and initiatives focusing on ‘open’ and ‘openness.’ As an emerging paradigm, it has been said that open and openness in education ‘has a history that provides much of the context and the motivating values … part of the

In: Open(ing) Education
Chapter 3 Postdigital Positionality as a Learner
Author: Sarah Hayes

writing McPolicy. As previously argued, the linguistic structure of HE McPolicy is distinctive in that it appears to require hardly any input from humans at all ( Hayes, 2019a ). There is little space for living narratives and literacies because the focus is mostly on describing what detached objects

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In: Postdigital Positionality
Chapter 13 Openness across Disciplines

ColLaboratoire ( Hancock & Jenkins, 2016 ). One participant wrote that ‘[ColLaboratoire] was an absolute hit with me and I have been telling people that it was one of the best weeks of my life.’ In a final film interview with the participants, one remarked that, ‘I’ve always dreamed of a place like this where

In: Open(ing) Education
Chapter 20 Climbing Uphill

strengthen our core values, work ethics, and develop commitment to our communities. Adrián’s mom worked with upper class families where she saw the importance of education as a social capital to improve living conditions. Nadia’s dad and his family see education as the only venue to access a better life

In: Amplified Voices, Intersecting Identities: Volume 2
Chapter 12 The SOYAÇ Approach with Street Involved Children and Young People in Turkey
Author: Özden Bademci

-involved children. These children thereby get acquainted with street living and substance abuse ( Bademci, 2012 ). The majority of the children in care homes arrive at school without any previous education and at a later age, and get pushed out of the school system after a short period ( Bademci et al., 2016

In: Social and Emotional Learning in the Mediterranean

higher education courses, due to lack of cognitive, linguistic and mathematical skills ( Rivas et al., 2012 ). Yet, as evident in Henry’s story, being part of campus life, taking classes with peers without disability, and learning to navigate a world of high expectations leads to the development of

In: People with Intellectual Disability Experiencing University Life