Simona Goldin
Dados Biográficos
| ID | 276114 |
|---|---|
| NOME | Simona Goldin |
| PRENOMES | Simona |
| SOBRENOME | Goldin |
| ASSINATURA | GOLDIN S |
| AFILIAÇÕES | University of North Carolina at Chapel Hill |
| ORCID | 0000-0002-5312-5291 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Systemically Trauma-Informed Practice
Beyond Technical Fixes
We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the d…
On the journey to (re)build trust
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…
How Teachers Might Have Taught but Most Didn’t, and Why
We discuss one of the oldest ambitions in U.S. education: that teachers should treat children as active learners, teaching should be intellectually engaging, teachers should respect students’ thinking, and schools should cultivate thoughtful work. These ideas originated when Horace Mann and his allies campaigned for them. We revisit them and take up a key problem in the study of U.S. schooling: can those ambitions be turned into regular work in m…
Messing with the Master Narrative
Higher education is working to diversify the undergraduate curriculum to support critical thinking and promote racial justice—pressing work, particularly at predominantly white colleges and universities. To support students’ critical thinking, we need to better understand their awareness of systemic inequities as they enter and exit undergraduate diversity courses. To inform the development of undergraduate curricula, we use iterative comparative…
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 …
Our Greatest Songs Are Still Unsung”
This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions abou…
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
Policy and Practice
The relations between policy and practice embody a dilemma. Policies aim to solve problems, yet the key problem solvers are those who have the problem. Governments devise instruments to encourage implementation, but they help only if used well by those with the problem, whose capability is often weak. The realization of policy in practice thus depends on the fit between capabilities that support implementation and aims. The more aims outstrip cap…
Policy and Practice
The relations between policy and practice embody a dilemma. Policies aim to solve problems, yet the key problem solvers are those who have the problem. Governments devise instruments to encourage implementation, but they help only if used well by those with the problem, whose capability is often weak. The realization of policy in practice thus depends on the fit between capabilities that support implementation and aims. The more aims outstrip cap…
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
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…
Policy and Practice
The relations between policy and practice embody a dilemma. Policies aim to solve problems, yet the key problem solvers are those who have the problem. Governments devise instruments to encourage implementation, but they help only if used well by those with the problem, whose capability is often weak. The realization of policy in practice thus depends on the fit between capabilities that support implementation and aims. The more aims outstrip cap…
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
Our Greatest Songs Are Still Unsung”
This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions abou…
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…
How Teachers Might Have Taught but Most Didn’t, and Why
We discuss one of the oldest ambitions in U.S. education: that teachers should treat children as active learners, teaching should be intellectually engaging, teachers should respect students’ thinking, and schools should cultivate thoughtful work. These ideas originated when Horace Mann and his allies campaigned for them. We revisit them and take up a key problem in the study of U.S. schooling: can those ambitions be turned into regular work in m…
Messing with the Master Narrative
Higher education is working to diversify the undergraduate curriculum to support critical thinking and promote racial justice—pressing work, particularly at predominantly white colleges and universities. To support students’ critical thinking, we need to better understand their awareness of systemic inequities as they enter and exit undergraduate diversity courses. To inform the development of undergraduate curricula, we use iterative comparative…
On the journey to (re)build trust
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…
Systemically Trauma-Informed Practice
Beyond Technical Fixes
We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the d…
Psychology (9 obras) · Sociology (9 obras) · Pedagogy (8 obras) · Critical Race Theory in Education (7 obras) · Political science (7 obras) · Mathematics education (6 obras) · Computer Science (5 obras) · Educator Training and Historical Pedagogy (5 obras) · Teacher Education and Leadership Studies (4 obras) · Education Discipline and Inequality (3 obras)