Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices.
Am J Community Psychol
; 68(1-2): 249-265, 2021 09.
Article
in English
| MEDLINE | ID: covidwho-1300355
ABSTRACT
In this first-person account, we describe the changes we made to align our graduate student-level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID-19 pandemic stay-at-home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma-informed environment. We then discuss the changes we made to the class to better align with healing justice, including how enrolled students (i.e., co-authors) experienced the process of the course (e.g., reworking the syllabus, starting class with check-ins and an exercise to engage our parasympathetic nervous systems), as well as the content of the course (e.g., service projects to support people who are undocumented, unhoused, or minoritized in other ways; photovoice). We end with implications for teaching community psychology, including the importance of universal design, and for scholar-activist PhD programs.
Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Psychology
/
Social Justice
/
Teaching
/
Pandemics
/
Learning
Type of study:
Prognostic study
/
Randomized controlled trials
Limits:
Humans
Language:
English
Journal:
Am J Community Psychol
Year:
2021
Document Type:
Article
Affiliation country:
Ajcp.12524
Similar
MEDLINE
...
LILACS
LIS