Teaching on Days After

Alyssa Hadley Dunn is an associate professor in the Department of Teacher Education at Michigan State University, and author of Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools.

• Contents


• Acknowledgments xi


• 1. Introduction 1


• Days After That I Remember, as Student and Teacher 4


• Teachable Moments in Service of Justice 8


• On Silence 9


• What This Book Is About 11


• Why Teaching on Days After Matters-and Why Now 12


• What Is "Days After Pedagogy"? 13


• How This Book Is Organized 15


• Student Spotlight: Days After Sandy Hook 16


• Marlena Young


• 2. Guiding Frameworks 22


• Guiding Frameworks in Context: Todays Classrooms as 24


• Spaces for Days After Pedagogy


• Asset-Based and Justice-Oriented Pedagogies 25


• A Sociopolitical Education 30


• Trauma Responsiveness and Socioemotional Learning in the Classroom 35


• Conclusion 39


• Theories in Practice: A Letter From a Teacher to His Students 40


• Student Spotlight: Days After Community Turmoil 43


• Roxy Mashkawiziikwe Sprowl


• 3. Toward a Purpose for Freedom: Why Teach on Days After 47


• Days After Pedagogy Supports Student Agency and Voice 48


• Days After Pedagogy Works Against Oppression 53


• Days After Teaching Redefines "Relevance" 56


• Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58


• Days After Pedagogy Responds to Trauma in a Meaningful Way 61


• Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62


• Days After Pedagogy Offers a Space for Transformative Learning 65


• Days After Pedagogy Is Sustaining for Students and Teachers 70


• Conclusion 74


• Student Spotlight: Days After Parkland 75


• Deidre Gorkowski


• 4. Putting Students First: Who Were Teaching on Days After 77


• Days After Pedagogy Is About Knowing Students Deeply 80


• Days After Pedagogy Is for All Ages 82


• Days After Pedagogy Is for All Content Areas 89


• Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93


• Conclusion 96


• Student Spotlights: Days After in 2020-2021 97


• Sudeshna Flores and Ava Rizzico


• 5. Educators: Who Is Doing the Teaching on Days After? 101


• Days After Pedagogy Requires Teachers to Be Vulnerable 102


• Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107


• Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114


• Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119


• Conclusion 128


• Student Spotlights: Days After the Capitol Attack 129


• Corabella Dover and Marjorie Wiese


• 6. The Intersections of Teaching and Politics on Days After 131


• Days After Elections 132


• Days After Gun Violence 138


• Days After Environmental Crises 143


• Days After Gender Injustice 148


• Student Spotlights: Days After Racial Injustice 153


• Camille Dotson, Taliyah V. Andrews, and Maya Andrews


• 7. The Intersections of Teaching, Racism, and White


• Supremacy on Days After


• 156


• Days After Global Terrorism in a U.S. Context 157


• Days After Racial Violence 161


• Days After White Supremacist Events 165


• Days After Immigration Injustice 169


• Days After Local Racial Injustice 172


• Conclusion 177


• Student Spotlight: Looking Back on Days After 179


• Paige Carletta


• 8. Conclusion 180


• Part 1: Institutionalizing a Space for Days After Pedagogy 180


• Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185


• Epilogue: January 2021 192


• "What Will We Tell the Children?" 194


• Appendix A: A Letter to Educators and Children 197


• Appendix B: Methods 199


• Appendix C: Participant Profiles 201


• Appendix D: Social Media Resources for Supporting Days After Pedagogy 207


• References 213


• Index 219


• About the Author 225