Teaching Academy Resources

Berg, M., & Seeber, B. K. (2017). The slow professor: Challenging the culture of speed in the Academy. University of Toronto Press.

Focusing on the individual faculty member and his or her own professional practice, Berg and Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. 

Chapman, T. K., & Hobbel, N. (Eds.). (2022). Social Justice Pedagogy across the curriculum: The practice of freedom. Routledge.

Relevant for any course that addresses history, theory, or practice of social justice education and teaching diverse groups of students, this text is essential reading for future and practicing teachers to understand and create resources for transformative, rigorous, and inclusive learning environments that support students from a range of backgrounds.  

Freire, P. (2005). Pedagogy of the oppressed. Continuum.

Dedicated to the oppressed and based on his own experience, Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. In the book, Freire calls traditional pedagogy the "banking model of education" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. He argues that pedagogy should instead treat the learner as a co-creator of knowledge.

Gannon, K. M. (2020). Radical Hope: A Teaching Manifesto (Teaching and Learning in Higher Education) (1st ed.). West Virginia University Press.

This book grapples with some of the most pressing topics at the intersection of higher education and social justice. The author asks that the contemporary university’s manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. 

hooks, bell. (2021). Teaching to transgress education as the practice of freedom. Routledge.

In this book, bell hooks shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom.

Neuhaus, J. (2019). Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers (Teaching and Learning in Higher Education) (1st ed.). West Virginia University Press.

A witty and critically reflective narrative guide to effective teaching practices.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. Jossey-Bass.

Focuses on renewing the inner lives of professionals in education. This book builds on a simple premise: good teaching cannot be reduced to technique because it comes from the identity and integrity of the teacher.

Stommel, J., Friend, C., Morris, S. M., Rorabaugh, P., Rheingold, H., Watters, A., Davidson, C., Stewart, B., & Benjamin, R. (2020). Critical Digital Pedagogy: A Collection. Hybrid Pedagogy Inc.

Critical Digital Pedagogy is an approach to teaching and learning predicated on fostering agency and empowering learners. It is the first peer-reviewed book centered on the theory and practice of critical digital pedagogy.

Álvarez, B. (n.d.). Why Social Justice in school matters. NEA. Retrieved April 21, 2022, from

Five educators discuss making a difference in the lives of their students and within their profession by ensuring social justice is a topic that is addressed in their schools.

Bolter, N. D., Taylor, S. D., Gomez, D. H., Eliason, M., Van Olphen, J., & Veri, M. J. (2021). Transforming undergraduate research methods courses using social justice pedagogy: A pre-post analysis. Journal on Excellence in College Teaching, 32(1), 47-66.

Undergraduate research methods courses help shape students’ perceptions about research. Given the lack of diverse researchers in STEM fields, these perceptions are particularly important for underrepresented minorities. This study tested a social justice pedagogy intervention to determine the effects on various psychosocial constructs.

Cochran-Smith, M., Gleeson, A. M., & Mitchell, K. (2010). Teacher education for social justice: What's pupil learning got to do with it? Berkeley Review of Education, 1.  

This article briefly discusses the concept of teacher education for social justice in terms of pupils’ learning and then considers this notion in terms of the current press to hold teacher education accountable for learning. 

Cumming-Potvin, W. (2009). Social Justice, Pedagogy and Multiliteracies: Developing Communities of Practice for Teacher Education. Australian Journal of Teacher Education, 34(3).

This article calls for a re-conceptualization of teaching communities and sustainable innovation across teaching education to encourage critical and socially just literacy learning.

Hahn Tapper, A. J. (2013). A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment. Conflict Resolution Quarterly, 30(4), 411–445.

This article explores a theoretical and practical understanding of social justice education. It analyzes a case example of social justice education that integrates Freirean thought, social identity theory, intersectionality, and experiential education, including empowerment and responsibility education.

Love, M. B., Ali Kased, R., Kumari Malik, S., Taylor, S. D., Legion, V., Graterol, C., Shada, A., Previde, P., & Wirth, P. (2021). Achieving Equity: An Evaluation of a Multi-Component, Lower Division Student Success Program. Journal of Educational Research and Practice (Minneapolis, Minn.), 11(1).

The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented.

Lynch, M. (2019, July 25). How to implement critical pedagogy into your classroom. The Edvocate. Retrieved April 21, 2022.

Outlines five steps that can help teachers concretely implement critical pedagogy into their classrooms.

Sensoy, Z., & DiAngelo, R. (2009). Developing Social Justice Literacy an Open Letter to Our Faculty Colleagues. Phi Delta Kappan, 90(5), 345–352.

This article makes a case for why faculty need to understand and support social justice.

Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., & van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. JCSCORE, 5(2), 132–166.

This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. 

Tripp, R. (2020, July 2). Introducing the Pedagogy of Social Justice. Faculty Association of California Community Colleges.

This article touches on the importance of collaboration and critical discussion among faculty and staff to incorporate social justice-based teaching strategies in the classroom, which can become a crucial site for shared ideas and activism.

Veri, M.J., Taylor, S., Eliason, M., Bolter, N.D., & van Olphen, J.D. (2022). ‘I can’t unsee what I’ve seen:‘ Doing Social Justice Pedagogy in the research methods classroom. Teaching in Higher Education.

This article uses qualitative research examine the experiences of educators doing social justice pedagogy (SJP) in higher education. The authors trained three faculty instructors of undergraduate research courses in principles of SJP and several classroom activities grounded in these principles and then analyzed critically-reflexive reflections and interviews.

Carello, J., & Thompson, P. (2021). Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change (1st ed. 2021 ed.). Palgrave Macmillan.

This book offers a pedagogical guide for college educators across disciplines and population groups in higher education and presents evidence-based strategies for employing trauma-informed approaches during crisis.

Thompson, P., & Carello, J. (2022). Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education (1st ed. 2022 ed.). Palgrave Macmillan.

This book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. 

Hisle, N. (2022). Racial

Strategies for Educational Professionals. In C. Bernadowski (Eds.), Strategies and Methods for Implementing Trauma-Informed Pedagogy (pp. 20-38). IGI Global.  

In order to address the racial trauma that teens who are Black, Indigenous, and People of Color (BIPOC) may face at home, and potentially experience in school, educational professionals must equip themselves with the specialized skills to meet students' academic, emotional, and social needs. School leaders must begin this task by examining their own personal racial biases as they lead their staff in the task of reviewing data, rules, policies, and the school environment to examine practices that support and promote institutional and systemic racism.

Imad, M. (2021). Transcending Adversity: Trauma-Informed Educational Development. To Improve the Academy, 39(3).

The purpose of this article is to reflect on the pertinence and utility of using a trauma-informed lens in educational development.

Inside Higher Ed. (2020, June 3). Seven recommendations for helping students thrive in times of trauma.

Explores seven ways professors can help students thrive in class in times of trauma.

Parker, N. (2021). Facilitating Trauma-Informed Pedagogy. Journal of Practical Nurse Education and Practice, 1(2).

The purpose of this literature review is to discuss how learning occurs in adult trauma survivors, and asks: What pedagogical philosophies and approaches are beneficial to understanding and best facilitating the andragogy of adult learners who have experienced trauma? This enhanced understanding leads to stronger advocacy for inclusive and trauma-informed teaching and learning environments.

Wood, J. M. (2021). Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy. SpringerLink.

Shares theoretical and practical approaches of feminist trauma-informed pedagogy to consider students lived experiences of marginalization and trauma as a specific epistemological stance and as valid ways of knowing; in this way students are positioned as both teachers and learners in class to connect their experiences to systematic forms of oppression.

• Janice Carello’s Trauma-Informed Teaching & Learning Blog
• Mays Imad’s YouTube webinar on trauma-informed teaching and learning and accompanying slide deck  
• The Institute for Trauma, Adversity, and Resilience in Higher Education at Massachusetts Bay Community College