Critical Approaches to Trauma in Adult Learning

Laura Douglass, Aubry Threlkeld, Lisa R. Merriweather, and Riché Barnes, Co-editors
Carrie Boden-McGill and Joann Olson, Series Editors
Information Age Publishing

The co-editors invite you to submit a proposal for inclusion in this collection which presents and examines the experiences of and implications for trauma studies in adult and higher education.

We currently seek proposals from researchers, activists, counselors, cultural theorists, students, faculty, administrators and poets for three categories of individual or collaborative chapter submissions (maximum length 18 double spaced pages inclusive; APA 6th edition). Authors are encouraged to craft work that is research-based, narrative, and poetic that provides context and rich interpretive descriptions of the phenomena.The three sections we are accepting proposals for include:

  • How trauma informs, shapes, and challenges policy, pedagogy/andragogy and interactions on college campuses. Critical essays on trauma including PTSD, CTS, violence (physical, emotional, epistemic), etc. Examples of topics include: PTSD and Trauma Studies Impact on Higher Education; Trauma-Informed Teaching in Higher Education; How the Neurobiology of Neglect Impacts Learning; Trigger Warnings in Class; Problems and Pitfalls of College Counseling Center; Faculty Training to Recognize Students in Crisis; Developmental Trauma and the Challenge of Belonging;The Precarity of Gender Identity, Racial Identity, Religious Identity, Intersectionality, etc, and Expression on College Campuses; Intersectional Approaches to Teaching Trauma Sensitive Curriculum.
  • Who Experiences Trauma: A Cultural Critique. Narratives, research-based articles and essays that explore individual identity and the role of race, class, gender, ability, difference, transition, negotiation, or challenge in exposing individuals to trauma and access to treatment within the context of higher education. Examples of topics: Race, Media and Trauma; Narratives of Immigration; veteran’s experiences with PTSD and TBI in a college setting; Developmental Trauma; Learning and Domestic Abuse; Privilege; Access to Treatment; The Me Too Movement; Gender, Race and Trauma; Constructing the Threat; Religious Identity; Violence and Gender.
  • Higher Education: Preventing or Perpetuating Trauma? Narratives, critical essays and research-based articles that highlight the role of higher education policy, and best practices in either preventing or perpetuating violence. Examples of Topics: Studying Perpetrators; Higher Education and Victimhood; Invisible Disabilities in the Academy; Design, Space and Trauma; Foucauldian Perspectives; Critiques and Manifestos of Higher Education; Posthuman Perspectives; Higher Education Policy and Mental Illness: Who is Sick? Who is Proud?; Creating Healing Environments; Liberation.

 

Preliminary Project Timeline:

  • Proposal Deadline: December 3, 2019
  • Acceptance Notification: January 20, 2019
  • Full Chapter Submission: On or Before May 1, 2020
  • Feedback on Chapters: June 15th, 2020
  • Revised Chapter Deadline: August 14th, 2020

 

If accepted, authors agree to meet all project deadlines and complete/submit required author agreement.

Proposal Process:

Complete the following online form by December 3rd, 2019.