HEALING CLASSROOMS: ANALYSIS OF SPECIAL PEDAGOGY PROCESSES TO ADDRESS SOCIAL TRAUMA, OPPRESSION AND DISABILITY FROM THE PERSPECTIVE OF INCLUSIVE LEARNING

Abstract

Classrooms are the place where social trauma and systemic oppressions intertwine. This article historically situates the role of the teacher, showing how knowledge of the social construction of race, disability and trauma can have a strong impact on classroom structures, teacher identity and pedagogical decisions to create healing conditions. Classrooms are the place where the damage of social structures emerges, which is why the suggested pedagogical model is that of classrooms as healing spaces. This approach should not be limited to individual teachers but should be part of school-wide initiatives. In this regard, the paper will offer to educators the necessary alternatives, in activist special pedagogy perspective, to promote and create healing containers.