An Introduction to Trauma-Informed Teaching in Anthropology

Abstract

This editorial introduces the significance of a trauma-informed approach for teaching and learning in anthropology. It will provide an overview of key terms relating to trauma, and how these might apply to anthropological teaching and learning contexts. It also considers what these teaching contexts might reveal about trauma-informed approaches, drawing on conversations with colleagues from across different institutions into their experiences working with trauma. It identifies the centrality of trust and control in reflecting the needs of participants and students.

This collection brings together pieces from anthropologists working at different academic career stages: from those writing up PhD fieldwork to those reflecting on longer teaching and research engagements with trauma. The issue also comprises of work on very different ethnographic contexts including the UK, Greece, Italy, South Africa, Palestine, and Lebanon. This heterogeneity illustrates the usefulness of trauma as a lens through which to interpret multiple forms of experience, whether considering how to teach students about challenging topics, engage with those who have experienced trauma, or make sense of how to navigate our own experiences. Overall, it suggests that conversations around how to work with trauma need to be had with others - between students, colleagues, departments, and institutions.

Keywords: Trauma, vicarious trauma, historical trauma, trauma-informed approaches