Engaging with/in the Messiness of Curriculum Alongside Educators in a Trauma-Informed Microcertificate

Abstract

To attend to educators’ experiences as they work in the midst of competing demands, increased classroom complexity, and a growing understanding of the importance of well-being, a group of stakeholders from across Saskatchewan co-developed a microcertificate entitled Trauma-Informed/Sensitive Pedagogies and Practices. The microcertificate was piloted in 2023, and we used community-based action research to better understand the experiences of participants. From their feedback, experiential themes arose drawing our attention to the messiness—of time, of delivery, and of beginning and becoming—in relation to an understanding of curriculum as the dynamic interaction between teacher, student, subject matter, and milieu.