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Trauma-Informed Pedagogy in the Archives Classroom

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Abstract

Trauma-informed pedagogy recognizes the potential for traumatic experiences to impact individuals and communities, and seeks to create a safe and supportive learning environment. The two presenters—an archivist and an instructor in History, Ethnic Studies, and Women’s and Gender Studies—will explore trauma-informed pedagogy through their archival instruction experiences.

Many archival collections contain materials that may be triggering for individuals who have experienced trauma. A trauma-informed approach recognizes the potential for these materials to be triggering and seeks to create a safe space for engagement with them.

Trauma-informed pedagogy can also help to ensure that archives are accessible to all individuals, regardless of their experiences of trauma. By providing trigger warnings or allowing individuals to opt out of certain activities, individuals who may have experienced trauma can still engage with archival materials in a way that feels safe to them.

Many archives hold material that tells the stories of marginalized communities, and these stories may contain traumatic experiences, a trauma-informed pedagogy can be used to ensure that these stories are told in a respectful and appropriate manner without re-traumatizing individuals.

It also emphasizes the importance of consent and self-determination when working with archival materials. This can include consulting with community members about how their stories are represented in the archive, or providing multiple ways for individuals to access the materials.

The two presenters will show how approaching archival instruction through a trauma-informed pedagogy lens promotes access, inclusivity, and social justice.

How to Cite:

Nye, A. & Grensavitch, K., (2023) “Trauma-Informed Pedagogy in the Archives Classroom”, MAC Annual Meeting Presentations 2023(1).