Action research, design thinking: Consulting at a trauma-informed community school

William Louis Conwill, Ronald William Bailey

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Narratives of unruly Black children in failing schools often normalize hopelessness at the expense of students. Newer, sometimes silenced voices, however, can produce counter-narratives that can lead to ecological solutions for assisting traumatized students. This is a case study of the transformation of a principal who asked, "What's wrong with these children?" to an advocate whose inquiry shifted to "What happened to these children, and what must we do to help them?" With trauma awareness and behavioral management training for her staff, improvements began. The local school board cut her successes short by changing the lock on her office door on the day before teachers returned for the Fall Semester and informed her that her services were no longer needed.

Original languageEnglish (US)
Title of host publicationResearch Anthology on Racial Equity, Identity, and Privilege
PublisherIGI Global
Pages921-932
Number of pages12
ISBN (Electronic)9781668445082
ISBN (Print)9781668445075
DOIs
StatePublished - Jan 14 2022

ASJC Scopus subject areas

  • General Social Sciences

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