Debi Khasnabis
Datos Biográficos
| ID | 6007407 |
|---|---|
| NOMBRE | Debi Khasnabis |
| NOMBRES | Debi |
| APELLIDO | Khasnabis |
| FIRMA | KHASNABIS D |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0003-2267-4391 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Naming our priorities
Is naming social justice as a commitment enough to transform a teacher education (TE) program? Elementary teacher educators at a large midwestern university leaned into this question as we sought to center social justice and anti-racism in our program’s curriculum. Our faculty decided that we would seek, not just a general curricular pursuit of social justice, but rather the naming of a specific set of trenchant racial injustices in PK-12 educati…
Systemically Trauma-Informed Practice
Deciphering Truth
Our work rests upon empirical and conceptual frameworks of systemically trauma-informed practice (SysTIP) to bring criticality to current conceptualizations of trauma-informed education. This paper presents (1) a description of a case-based exercise with elaborated design considerations that serve to illuminate mundane racial injustices occurring in schools as they intersect with trauma and (2) an analysis of teacher candidates’ learning, using a…
Disentangling the Reproductive From the Liberatory in Urban School Contexts
The writing in this issue is inspired and springs from what hooks and Duncan-Andrade have called critical hope . A transgressive hope invoked by critical scholars and practitioners for centuries. Hope that strives, at every turn, to break systems of oppression that produce and reproduce trauma. Hope for the ways in which we can leverage trauma-informed practice (TIP) as a practice of liberation. In this special issue, authors illuminate how TIP c…
In the Pursuit of Justice
Interrupting the Weaponization of Trauma-Informed Practice
We analyze tweets authored by educators during the COVID-19 pandemic, which Ibram Kendi has called a viral and a racial pandemic, and illustrate how Whiteness feeds the blaming of children and communities of color for trauma. We evaluate tweets that (1) misused trauma-informed teaching practice in ways characterized by White saviorism; (2) pushed back on these distortions by identifying and interrupting; and (3) proposed systemically trauma-infor…
Tangling With Race and Racism in Teacher Education
Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Our work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. We examine how counterstories can be …
Learning from Escuela
This article reports on the design of a teacher education activity that involves the documentary film, Escuela, which was produced by Hannah Weyer. We describe this instructional design, highlighting how documentary film can be used strategically to create opportunities for teacher candidates to approximate the work of culturally relevant teaching
The Video Viewing Task
Tangling With Race and Racism in Teacher Education
Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Our work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. We examine how counterstories can be …
Deciphering Truth
Our work rests upon empirical and conceptual frameworks of systemically trauma-informed practice (SysTIP) to bring criticality to current conceptualizations of trauma-informed education. This paper presents (1) a description of a case-based exercise with elaborated design considerations that serve to illuminate mundane racial injustices occurring in schools as they intersect with trauma and (2) an analysis of teacher candidates’ learning, using a…
Learning from Escuela
This article reports on the design of a teacher education activity that involves the documentary film, Escuela, which was produced by Hannah Weyer. We describe this instructional design, highlighting how documentary film can be used strategically to create opportunities for teacher candidates to approximate the work of culturally relevant teaching
The Video Viewing Task
Disentangling the Reproductive From the Liberatory in Urban School Contexts
The writing in this issue is inspired and springs from what hooks and Duncan-Andrade have called critical hope . A transgressive hope invoked by critical scholars and practitioners for centuries. Hope that strives, at every turn, to break systems of oppression that produce and reproduce trauma. Hope for the ways in which we can leverage trauma-informed practice (TIP) as a practice of liberation. In this special issue, authors illuminate how TIP c…
The Video Viewing Task
Learning from Escuela
This article reports on the design of a teacher education activity that involves the documentary film, Escuela, which was produced by Hannah Weyer. We describe this instructional design, highlighting how documentary film can be used strategically to create opportunities for teacher candidates to approximate the work of culturally relevant teaching
Tangling With Race and Racism in Teacher Education
Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Our work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. We examine how counterstories can be …
In the Pursuit of Justice
Interrupting the Weaponization of Trauma-Informed Practice
We analyze tweets authored by educators during the COVID-19 pandemic, which Ibram Kendi has called a viral and a racial pandemic, and illustrate how Whiteness feeds the blaming of children and communities of color for trauma. We evaluate tweets that (1) misused trauma-informed teaching practice in ways characterized by White saviorism; (2) pushed back on these distortions by identifying and interrupting; and (3) proposed systemically trauma-infor…
Deciphering Truth
Our work rests upon empirical and conceptual frameworks of systemically trauma-informed practice (SysTIP) to bring criticality to current conceptualizations of trauma-informed education. This paper presents (1) a description of a case-based exercise with elaborated design considerations that serve to illuminate mundane racial injustices occurring in schools as they intersect with trauma and (2) an analysis of teacher candidates’ learning, using a…
Disentangling the Reproductive From the Liberatory in Urban School Contexts
The writing in this issue is inspired and springs from what hooks and Duncan-Andrade have called critical hope . A transgressive hope invoked by critical scholars and practitioners for centuries. Hope that strives, at every turn, to break systems of oppression that produce and reproduce trauma. Hope for the ways in which we can leverage trauma-informed practice (TIP) as a practice of liberation. In this special issue, authors illuminate how TIP c…
Naming our priorities
Is naming social justice as a commitment enough to transform a teacher education (TE) program? Elementary teacher educators at a large midwestern university leaned into this question as we sought to center social justice and anti-racism in our program’s curriculum. Our faculty decided that we would seek, not just a general curricular pursuit of social justice, but rather the naming of a specific set of trenchant racial injustices in PK-12 educati…
Systemically Trauma-Informed Practice
Psychology (6 obras) · Critical Race Theory in Education (5 obras) · Pedagogy (5 obras) · Sociology (5 obras) · Education Discipline and Inequality (4 obras) · Computer Science (3 obras) · Mathematics education (3 obras) · Teacher Education and Leadership Studies (3 obras) · Criminology (2 obras) · Educator Training and Historical Pedagogy (2 obras)