The Social Model of (Dis)Ability considers social and cultural contexts in the identification and valuation of differences. This model is often contrasted with the “medical model” of Learning (Dis)Abilities Theories, by which perceived academic strengths or weaknesses are treated as traits of the individual learner.
Learn More...Social-Emotional Learning is defined in a number of ways, but most often highlights the intertwinings of one’s ability to monitor and manage emotions, the health of one’s social relationships, and the soundness of one’s academic learning
Learn More...Decolonizing Education is about rethinking education and rebuilding schools, based on commitments to identify and interrupt the cultural legacy of European colonialism.
Learn More...Activist Discourses are focused on interrogating the entrenched narratives and structures that infuse, lend support to, and help to perpetuate social norms and cultural institutions. Oriented by the conviction that there are no “neutral” acts or ideas, and critically attentive to the collective roots of personal convictions, Activist Discourses aim for deep understandings in order to inform and orient justice-oriented thinking and acting.
Learn More...Trauma – a psychological and physiological response to overwhelming threat or harm that exceeds one’s capacity to cope. Trauma can disrupt memory, emotion, perception, and bodily regulation, with effects that persist long after the original event has passed. (See also: Educational Trauma, under Activist Discourses; Intergenerational Trauma and Transgenerational Trauma, under Decolonizing Education; Developmental Trauma Disorder, under Social Model of (Dis)Ability; Trauma-Informed Learning, under Social-Emotional Learning; Trauma-Sensitive Classroom, above.)
Please cite this article as:
Davis, B., & Francis, K. (2025). “Trauma” in Discourses on Learning in Education. https://learningdiscourses.com.
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