Trauma-Informed Anthropology for Undergraduate Students of Medical Anthropology

Abstract

This paper discusses the implementation of trauma-informed pedagogy within anthropology courses to enhance student learning and foster an inclusive classroom environment. The author, a Black woman medical anthropologist, reflects on the challenges of addressing sensitive topics such as structural racism and health inequities while ensuring emotional safety for students. The discussion is framed by the context of a predominantly White liberal arts institution in Florida, where external sociopolitical factors complicate the teaching of subjects. Key pedagogical strategies include utilizing ethnographic methods, community engagement through service learning, and creating opportunities for reflection and choice in assignments. The author emphasizes the importance of building community, establishing trust, and preventing re-traumatization among students. By adopting a trauma-informed approach, the author aims to promote empathy, critical thinking, and a deeper understanding of cultural complexities, ultimately preparing students to navigate the landscape of health justice. The paper advocates for transparent teaching practices that support student wellbeing as they learn about pressing global health issues.