Trauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma—and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.
Trauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma—and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.
More than half a century after the Universal Declaration of Human Rights defined what a human being is and is entitled to, Catharine MacKinnon asks: Are women human yet? She exposes the consequences and significance of the systematic maltreatment of women and its systemic condonation as she points toward fresh ways of targeting its toxic orthodoxies. A critique of the transnational status quo that also envisions the transforming possibilities of human rights, this bracing book makes us look as never before at an ongoing war too long undeclared.
The excavations in the centre of Birmingham uncovered evidence of habitation from prehistoric and Roman times, but the 12th to 19th centuries presented by far the most evidence, from artefacts, environmental samples and structural remains. The medieval industrial past was of particular interest, with tanning and the manufacture of hemp and linen all playing a large role in the city's prosperity. Metal working reached its peak in the seventeenth century, with brass founding becoming important from the eighteenth century onwards. Most of the artefactual evidence attests to Birmingham's industrial past, indeed the evidence for domestic life is comparatively scant, with an anomalous burial of two people at Park Street presenting something of a mystery. This volume presents insights into the early industrial past of this important city and is an invaluable record covering eight hundred years of occupation.
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