Date of Graduation
Project/Capstone - Global access
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Luz Navarrete Garcia
In this field project, you will observe a melding of macro-and micro-perspectives on the mitigation of trauma in the newcomer classroom. The central premise of the project is that without understanding the socio-political factors, socio-economic realities, and historical process of migration to the United States, it is nearly impossible to attempt to ameliorate the trauma of students new to the country. In other words, attempts to do so without this perspective can and often does leave students marginalized and/or feeling marginalized. Working from an anti-racist and anti-imperialist lens, the project’s framework is grounded in the scholarship and activism of abolitionist teaching, trauma stewardship, and the dialectic of educational (re)production. In addition, you will read a literature review that looks to dismantle systems of oppression and address student trauma by decentering normative whiteness from our pedagogical frames of reference.
This project is a two-part teach-in, in the tradition of critical pedagogy. It aims to instill and inspire in educators and all those working with refugee and immigrant students a sociopolitical understanding of migration and its repercussions on immigrants and refugee students. Only by understanding those macro-structural forces that have conditioned the lives of our students can educators operate effectively and consciously to combat trauma in the newcomer classroom.
Garriguez, Laura, "Mitigating Trauma In The Newcomer Classroom: A Commitment Beyond Borders" (2020). Master's Projects and Capstones. 1111.