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Teaching Education Volume 23, 2012 - Issue 2
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Research and scholarship

Trauma narratives and nomos in teacher education

Stephanie Jones Department of Elementary and Social Studies Education, The University of Georgia, Athens, GA 30606, USACorrespondence[email protected]
Pages 131-152 | Received 12 Jun 2011, Accepted 06 Sep 2011, Published online: 18 Apr 2012

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Karen Spector, James S. Chisholm, Krista Griffin, Kathryn F. Whitmore, Al Cassada, Jennifer Orosco, Taylor Brow & Andria Regan. (2023) Visual-verbal journals, literature, and literacies of well-becoming. Pedagogies: An International Journal 0:0, pages 1-27.
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Laura V. Adair & Grace MyHyun Kim. (2023) Critical Witnessing as a Critical Literacy Practice in Secondary English Education. The New Educator 19:1, pages 33-54.
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Karen Spector & Elizabeth Anne Murray. (2023) ‘Why is Anne Frank always so durn happy?’ Happy objects and bad encounters in teacher education. Teaching Education 34:1, pages 50-77.
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Deirdre Caputo-Levine & Vanessa Lynn. (2022) Constructing the ghetto: an analysis of the representation of Black urban communities in urban and community sociology courses. Race Ethnicity and Education 25:4, pages 526-545.
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Danielle Dani. (2019) A community and place-based approach to middle childhood science teacher education. Middle School Journal 50:2, pages 45-52.
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Esther O. Ohito. (2019) Thinking through the flesh: a critical autoethnography of racial body politics in urban teacher education. Race Ethnicity and Education 22:2, pages 250-268.
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Katherine Crawford-Garrett & Kathleen Riley. (2019) Race and class silences in teacher education: resisting strategy-based approaches to literacy methods instruction. Teaching Education 30:1, pages 31-51.
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Michael Domínguez. (2019) Decolonial innovation in teacher development: praxis beyond the colonial zero-point. Journal of Education for Teaching 45:1, pages 47-62.
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Elisabeth Lowenstein. (2018) A Knock on the Door. Journal of Loss and Trauma 23:1, pages 44-50.
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Elizabeth Dutro. (2013) Towards a pedagogy of the incomprehensible: trauma and the imperative of critical witness in literacy classrooms. Pedagogies: An International Journal 8:4, pages 301-315.
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Articles from other publishers (11)

Karen Spector & Elizabeth Anne Murray. (2023) Reading with love: the potential of critical posthuman reading practices in preservice English education. English Teaching: Practice & Critique 22:4, pages 482-514.
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Cara E Furman. (2022) Welcoming entanglements with ghosts: Re-turning, re-membering, and facing the incalculable in teacher education. Contemporary Issues in Early Childhood 23:3, pages 253-264.
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Kathleen Riley & Katherine Crawford-Garrett. (2022) Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction. English Teaching: Practice & Critique 21:2, pages 156-170.
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Michael Domínguez. (2020) Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education. Journal of Teacher Education 72:5, pages 551-563.
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Nil AYKOL, Gülsen ÜNVER, Reha ATAŞ & Okan BAYSAL. (2021) Ortaöğretim Öğretmen Eğitimi için Esnek ve Sistematik Model. Öğretmen Eğitimi ve Öğretim 2:2, pages 69-94.
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Sonali Rajan. (2021) School safety and violence: Drawing on a public health approach. International Journal of Applied Psychoanalytic Studies 18:3, pages 307-318.
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Ellie Haberl. (2021) Lower Case Truth : Bridging Affect Theory and Arts-Based Education Research to Explore Color as Affect . International Journal of Qualitative Methods 20, pages 160940692199891.
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Teresa Sosa. (2017) Recently I was in a fatal incident: Personal narratives and social identities. Linguistics and Education 42, pages 34-42.
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Stephanie Jones & Hilary E. Hughes. (2016) Changing the Place of Teacher Education: Feminism, Fear, and Pedagogical Paradoxes. Harvard Educational Review 86:2, pages 161-182.
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Stephanie Jones & James F. Woglom. (2016) From Where Do You Read the World?. Journal of Adolescent & Adult Literacy 59:4, pages 443-473.
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Elizabeth Dutro & Andrea C. Bien. (2014) Listening to the Speaking Wound. American Educational Research Journal 51:1, pages 7-35.
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