Addison Duane
Datos Biográficos
| ID | 118536 |
|---|---|
| NOMBRE | Addison Duane |
| NOMBRES | Addison |
| APELLIDO | Duane |
| FIRMA | DUANE A |
| AFILIACIONES | University of California, Berkeley |
| ORCID | 0000-0002-0105-1235 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Centering Youth in the Healing Process Through Participatory Action Research
This systematic review explores the intersection of youth participatory action research (YPAR) and trauma-informed practices (TIP) in U.S. schools. Drawing on 19 empirical studies, we analyze how YPAR has been leveraged to support the healing of trauma-exposed youth, particularly youth of color. Using a race-conscious, trauma-informed framework—CARS (critical, agentic, relational, and strengths-based)—we synthesize findings and demonstrate that Y…
To Whom Do These Results Apply? Assessing Evidence for the Generalizability of Social and Emotional Learning Programs Among Specific Racial and Ethnic Groups
Social and emotional learning (SEL) programs are widely used, yet concerns have arisen about whether the evidence for these programs extends to students of color (SOC). The data in this study include published articles (n = 158) of trials (n = 97) of SEL interventions (n = 32) from the CASEL SELect list of evidence-based SEL programs. Using racial frames common in intervention research, we examined the extent of SOC representation in SEL interven…
Systemically Trauma-Informed Practice
The Role of Culturally Relevant and Sustaining Pedagogies on Teacher Burnout
Culturally relevant and sustaining pedagogies (CRSPs) are foundational for transforming students’ learning environments, yet little is known about their impact on teachers. Although teachers generally recognize the need for CRSPs, limited resources and competing demands place teachers at risk for burnout. We investigated CRSPs as a predictor of burnout, and the influence of demographic moderators among California in-service educators. Findings de…
Hear, act, connect, support
School climate surveys are commonly used to solicit youth perspectives about their experiences in schools. However, to move climate surveys from solicitation towards a more youth‐centered, partnered practice for school improvement, guidance is needed from the youth themselves about how and in what ways they hope adults respond to their survey responses. In the present study, we analyzed data from four focus groups conducted with middle school and…
“I would add”
Purpose: Specific social and emotional learning (SEL) programs have been found to promote a myriad of positive outcomes, but definitions of the broader concept of SEL are varied in its practice and scholarly usage. It is unclear whether recent conceptual expansions of SEL to include Systemic and Transformative approaches shape the understanding of SEL among educational leaders. Communities of Practice (CPs) may serve as a dynamic knowledge source…
I Always Want to Learn More”
Showing the Good and Bad Together
Current conceptualizations of trauma-informed practice in urban education spaces fail to center the strengths of Black youth, nor do they interrogate the role of schools in causing trauma. In partnership with an elementary-aged participatory Student Advisory Board, this article explores the both/and of strengths and school-based trauma for these Black youth. Through narrative analysis coupled with student art and poetry, findings highlight the no…
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…
Black women caregivers’ homeplace fortification in response to negative news media
Coming Together Educationally Creates a Bond Like No Other
Black home learning environments during the COVID-19 pandemic may have played a significant role in children's learning. We piloted Brilliant Joy in a Box, caregiver-child Black history home learning boxes, with a sample of 100 families in a predominantly Black, midwestern city. Families received boxes for six months and completed whole family activities during virtual "unboxings." In the current study, we explored caregivers' ( n = 57) open-ende…
Understanding memorandums of Understanding
Collaboration agreements are used in community-engaged scholarship (CES). However, an exploration of collaboration agreements, their components, and the tensions embedded in their usage is missing from the literature. In this paper, we explore Memorandums of Understanding (MOUs) based on an integration of the literature and our collective experiences. We recognize that neither the creation process nor the parts of collaboration agreements are uni…
“Listen when I come to the table”
Much of the literature regarding Black youth experiences in schools considers the effects of racism and takes up inquiry through deficit views. Yet, to understand how to shift the system of schooling to provide equitable, liberatory learning experiences, it is critical to center Black children’s voices and perspectives. In the current study, we partnered with eleven Black elementary youth and their mothers to explore their dreams for re-imagining…
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…
Collective trauma and community support
The COVID-19 crisis can be defined as a collective trauma, which contributes to an upheaval of community connection and functioning. The current pandemic has also illuminated disparities in mental health supports. In this commentary, we highlight one community organization, located in metro Detroit, that has responded to the trauma by bolstering resources and supports for residents, many of whom are ethnoracial minorities. (PsycInfo Database Reco…
Showing the Good and Bad Together
Current conceptualizations of trauma-informed practice in urban education spaces fail to center the strengths of Black youth, nor do they interrogate the role of schools in causing trauma. In partnership with an elementary-aged participatory Student Advisory Board, this article explores the both/and of strengths and school-based trauma for these Black youth. Through narrative analysis coupled with student art and poetry, findings highlight the no…
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…
Understanding memorandums of Understanding
Collaboration agreements are used in community-engaged scholarship (CES). However, an exploration of collaboration agreements, their components, and the tensions embedded in their usage is missing from the literature. In this paper, we explore Memorandums of Understanding (MOUs) based on an integration of the literature and our collective experiences. We recognize that neither the creation process nor the parts of collaboration agreements are uni…
I Always Want to Learn More”
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…
Black women caregivers’ homeplace fortification in response to negative news media
Collective trauma and community support
The COVID-19 crisis can be defined as a collective trauma, which contributes to an upheaval of community connection and functioning. The current pandemic has also illuminated disparities in mental health supports. In this commentary, we highlight one community organization, located in metro Detroit, that has responded to the trauma by bolstering resources and supports for residents, many of whom are ethnoracial minorities. (PsycInfo Database Reco…
“Listen when I come to the table”
Much of the literature regarding Black youth experiences in schools considers the effects of racism and takes up inquiry through deficit views. Yet, to understand how to shift the system of schooling to provide equitable, liberatory learning experiences, it is critical to center Black children’s voices and perspectives. In the current study, we partnered with eleven Black elementary youth and their mothers to explore their dreams for re-imagining…
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…
Understanding memorandums of Understanding
Collaboration agreements are used in community-engaged scholarship (CES). However, an exploration of collaboration agreements, their components, and the tensions embedded in their usage is missing from the literature. In this paper, we explore Memorandums of Understanding (MOUs) based on an integration of the literature and our collective experiences. We recognize that neither the creation process nor the parts of collaboration agreements are uni…
Black women caregivers’ homeplace fortification in response to negative news media
Coming Together Educationally Creates a Bond Like No Other
Black home learning environments during the COVID-19 pandemic may have played a significant role in children's learning. We piloted Brilliant Joy in a Box, caregiver-child Black history home learning boxes, with a sample of 100 families in a predominantly Black, midwestern city. Families received boxes for six months and completed whole family activities during virtual "unboxings." In the current study, we explored caregivers' ( n = 57) open-ende…
Hear, act, connect, support
School climate surveys are commonly used to solicit youth perspectives about their experiences in schools. However, to move climate surveys from solicitation towards a more youth‐centered, partnered practice for school improvement, guidance is needed from the youth themselves about how and in what ways they hope adults respond to their survey responses. In the present study, we analyzed data from four focus groups conducted with middle school and…
“I would add”
Purpose: Specific social and emotional learning (SEL) programs have been found to promote a myriad of positive outcomes, but definitions of the broader concept of SEL are varied in its practice and scholarly usage. It is unclear whether recent conceptual expansions of SEL to include Systemic and Transformative approaches shape the understanding of SEL among educational leaders. Communities of Practice (CPs) may serve as a dynamic knowledge source…
I Always Want to Learn More”
Showing the Good and Bad Together
Current conceptualizations of trauma-informed practice in urban education spaces fail to center the strengths of Black youth, nor do they interrogate the role of schools in causing trauma. In partnership with an elementary-aged participatory Student Advisory Board, this article explores the both/and of strengths and school-based trauma for these Black youth. Through narrative analysis coupled with student art and poetry, findings highlight the no…
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…
Centering Youth in the Healing Process Through Participatory Action Research
This systematic review explores the intersection of youth participatory action research (YPAR) and trauma-informed practices (TIP) in U.S. schools. Drawing on 19 empirical studies, we analyze how YPAR has been leveraged to support the healing of trauma-exposed youth, particularly youth of color. Using a race-conscious, trauma-informed framework—CARS (critical, agentic, relational, and strengths-based)—we synthesize findings and demonstrate that Y…
To Whom Do These Results Apply? Assessing Evidence for the Generalizability of Social and Emotional Learning Programs Among Specific Racial and Ethnic Groups
Social and emotional learning (SEL) programs are widely used, yet concerns have arisen about whether the evidence for these programs extends to students of color (SOC). The data in this study include published articles (n = 158) of trials (n = 97) of SEL interventions (n = 32) from the CASEL SELect list of evidence-based SEL programs. Using racial frames common in intervention research, we examined the extent of SOC representation in SEL interven…
Systemically Trauma-Informed Practice
The Role of Culturally Relevant and Sustaining Pedagogies on Teacher Burnout
Culturally relevant and sustaining pedagogies (CRSPs) are foundational for transforming students’ learning environments, yet little is known about their impact on teachers. Although teachers generally recognize the need for CRSPs, limited resources and competing demands place teachers at risk for burnout. We investigated CRSPs as a predictor of burnout, and the influence of demographic moderators among California in-service educators. Findings de…
Sociology (9 obras) · Psychology (8 obras) · Pedagogy (7 obras) · Political science (7 obras) · Critical Race Theory in Education (6 obras) · Early Childhood Education and Development (5 obras) · Education Discipline and Inequality (5 obras) · Gender Studies (4 obras) · Law (3 obras) · Qualitative research (3 obras)