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Qualitative exploration of trauma-informed teaching, advocating for embodied learning to enhance well-being.
Through Chicana feminist pláticas and testimonios, a Latina educator and five interdisciplinary doctoral Students of Color investigate how trauma-informed and healing-centered pedagogies are taught, modeled, learned, and enacted. We extrapolate practices that address the complexities of centering trauma within our teaching and research. Ultimately, we advocate for pedagogies that nurture the bodymindspirit connection through embodied learning—a learning that contributes to our collective healing and well-being.
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Hannegan-Martinez et al. (2026) studied this question.
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