Abstract
This chapter focuses on LGBTQ+ trauma-informed pedagogy (TIP) with an emphasis on creative writing pedagogy in the UK, the Republic of Ireland, and North America. The history, significance, and contextualization of LGBTQ+ in terms of oppression and trauma is outlined. Two autoethnographic pedagogic case studies are elaborated on. Pedagogic theory and guidance, concerning voices, trauma, and childhood, is explained offering transnational insight. Pedagogic approaches focusing on advancing experiences for LGBTQ+ students, and maximizing learning opportunities, are explained and analyzed. We emphasise the importance of authenticity for both the student and teacher. The chapter ends optimistically, advocating LGBTQ+ TIP across disciplines.
| Original language | English (Ireland) |
|---|---|
| Title of host publication | Trauma-Informed Pedagogy in Higher Education |
| Editors | Ernst Stromberg |
| Place of Publication | New York |
| Publisher | Routledge |
| Pages | 22 |
| ISBN (Electronic) | https://doi.org/10.4324/9781003260776 |
| ISBN (Print) | 9781003260776 |
| Publication status | Published - 29 Feb 2020 |
Keywords
- LGBTQ+
- Trauma
- Pedagogy