From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma

Hannegan-Martinez, Sharim

doi:10.1007/s11256-019-00540-3

Cited by 18 publications

(18 citation statements)

References 25 publications

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“…Leonard, Brooks, Barnes-Johnson, and Berry (2010) suggest that preservice mathematics teachers engage in culturally relevant social justice examples in their coursework. Teachers also need to be compassionate (Oplatka & Gamerman, 2017) and attend to social emotional needs to foster safe and caring relationships with students (Hannegan-Martinez, 2015) as recommended by trauma-informed care (e.g., Cole et al, 2005), SJM (Gutstein, 2006), and radical healing, for example, through relational pedagogy (Ginwright, 2016). Engaging in this work may also require teachers to learn about mathematics pedagogical approaches that promote equitable student participation, for example, group work such as Complex Instruction (Boaler, 2008), encouraging productive struggle, developing sociomathematical norms (Yackel & Cobb, 1996), and fostering growth mind-set approaches (Dweck, 2008), which Ms. Charles herself mentioned.…”

Section: Discussionmentioning

confidence: 99%

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Kokka

2018

Urban Education

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Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students’ sociopolitical consciousness, mathematics learning, and well-being.

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Section: Discussionmentioning

confidence: 99%

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Kokka

2018

Urban Education

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“…With this understanding, Compa Love can be used to frame social work education and practice. Hannegan- Martinez (2019) argues that educators need to eliminate the practice of Punk Love, the practice in which an educator is cognizant of the issues affecting students but not actively engaging and addressing these inequities in their praxis, thus reproducing oppressive systems and behaviors. The three reifications of Punk Love are Colonial Love, Tough Love, and Conditional Love (Hannegan- Martinez, 2019).…”

Section: Compa Lovementioning

confidence: 99%

“…Hannegan- Martinez (2019) argues that educators need to eliminate the practice of Punk Love, the practice in which an educator is cognizant of the issues affecting students but not actively engaging and addressing these inequities in their praxis, thus reproducing oppressive systems and behaviors. The three reifications of Punk Love are Colonial Love, Tough Love, and Conditional Love (Hannegan- Martinez, 2019). Colonial Love is the embodiment of performing as a savior of under-resourced groups to relieve their guilt rather than acknowledging the agency, assets, and wealth of their students.…”

Section: Compa Lovementioning

confidence: 99%

“…Compa Love, on the other hand, challenges educators to recognize the humanity and interconnectedness of students and themselves through addressing the intellectual, emotional, and physical needs of their students (Hannegan- Martinez, 2019). Emotional Love is manifested through rituals rooted in the experiences of the students and sharing of their histories and backgrounds; spaces are created to allow students to be vulnerable to allow for empathy for one another, engendering healing.…”

Section: Compa Lovementioning

confidence: 99%

“…We take a wide-ranging view of social work education encompassing pedagogical practice, theoretical content, as well as disrupting oppressive systems in the classroom and through social work practice. The five theories and frameworks discussed in this article are: Compa Love (Hannegan- Martinez, 2019), Racial Triangulation Theory (Kim, 1999), Breath of Life Theory (Blackstock, 2011), kapwa (David et al, 2017;Desai, 2016), and cultural wealth (Yosso, 2005). Compa Love was chosen because it helps social work educators humanize their students, which is useful in teaching social work education.…”

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confidence: 99%

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“Theory’s Cool, But Theory With No Practice Ain’t Shit…”

Maglalang

Rao

2021

ASW

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As it stands today, social work education falls short in providing critical theories and frameworks that reflect the experiences of Black, Indigenous, and People of Color (BIPOC). Such insufficiencies maintain racism and other forms of oppression that plague both social work pedagogy and praxis. To challenge and dismantle hegemonic curricula, social work education needs to do more to provide the knowledge and tools necessary for anti-racist social work. The purpose of this article is to present five critical theories and frameworks written by Indigenous and People of Color scholars that social work educators, researchers, and practitioners can integrate into their teaching and practice to raise the critical consciousness of social work students. These five postulations are Compa Love, Racial Triangulation Theory, Breath of Life Theory, kapwa, and cultural wealth. The article will also discuss implications for social work education and practice. Centering the voices of under-represented scholars whose epistemologies are rooted in the lived experiences and communities that the field of social work traverses provides a pathway for social work education and practice to be tailored towards self-determination for all.

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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms

Tran,

Guzey

2023

J Res Sci Teach

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Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co‐developed, and conducted semi‐structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching.

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From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma

Cited by 18 publications

References 25 publications

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class

“Theory’s Cool, But Theory With No Practice Ain’t Shit…”

Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms

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