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ETD Abstract Container

Abstract Header

Trauma-Informed Pedagogy: Practices and Insights from the College Writing Classroom

Nguyen, Thi Thu Tram
http://orcid.org/0000-0001-8946-0369
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711405115244398

Abstract Details

2024, Doctor of Philosophy (Ph.D.), Bowling Green State University, English (Rhetoric and Writing) PhD.
This dissertation research, Trauma-Informed Pedagogy: Practices and Insights from the College Writing Classrooms, looks into the issue of trauma or traumatic stress in students through a pedagogical lens, investigating how college writing teachers perceive and apply trauma-informed pedagogy in their teaching as they teach during the time of the COVID-19 pandemic. The study uses informed grounded theory to frame the research issue and qualitative method to collect data. The study then employs abductive analysis method to examine approximately 600 minutes of video-recording data collected from 10 semi-structured individual interviews with writing teachers who work across teaching contexts in the United States. Findings from this study help address a number of misconceptions related to the use of trauma-informed pedagogy in the writing classroom and explain various ways in which writing instructors can navigate the boundaries between compassion and professionalism. The study furthermore discusses issues of trauma disclosure, discussion facilitation, writing topics and content warning, and writing assessment and suggests concrete ideas for implementing various pedagogical practices that could help develop a safer and more inclusive space for learning. Lastly, the study introduces the design of a writing course that seeks to achieve a two-fold learning outcome: (a) develop academic writing competence and (b) through learning to write, discuss and support student well-being.
Chad Iwertz-Duffy, Ph.D. (Committee Co-Chair)
Lee Nickoson, Ph.D. (Committee Co-Chair)
Vibha Bhalla, Ph.D. (Committee Member)
Daniel Pavuk, Ph.D. (Other)
125 p.
Community College Education; Composition; Curriculum Development; Education Philosophy; English As A Second Language; Teaching
Trauma-Informed Pedagogy; Writing Classroom Practices; Writing Curriculum Development;

Recommended Citations

Citations

  • Nguyen, T. T. T. (2024). Trauma-Informed Pedagogy: Practices and Insights from the College Writing Classroom [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711405115244398

    APA Style (7th edition)

  • Nguyen, Thi Thu Tram. Trauma-Informed Pedagogy: Practices and Insights from the College Writing Classroom. 2024. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711405115244398.

    MLA Style (8th edition)

  • Nguyen, Thi Thu Tram. "Trauma-Informed Pedagogy: Practices and Insights from the College Writing Classroom." Doctoral dissertation, Bowling Green State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1711405115244398

    Chicago Manual of Style (17th edition)

bgsu1711405115244398
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© 2024, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.