FROM AVOIDANCE TO ACCEPTANCE: TRAUMA & EMOTIONS IN LAW TEACHING

Abstract

This chapter is the origin story of this book [forthcoming with Edward Elgar Publishing - How to Account for Trauma and Emotions in Law Teaching] and an introduction to centering emotions and trauma in legal pedagogy. Taking a personal dive into our own journeys in law teaching, we, as co-editors, reflect on our experiences, personally, professionally, and pedagogically, with trauma-centered teaching and lawyering. We introduce the imperatives and benefits of addressing trauma and emotions within law school, a space students experience as fraught with outdated modes of learning and coping, often even unrelated with the current realities of lawyering. We emphasize that cosmetic changes or ‘trauma-lite’ approaches, which in fact avoid emotions and trauma, are not the solution. Nor is there a singular prescription or one “right” approach. Instead, breaking disciplinary silos, cultural humility across classrooms, and constant nimble iteration on pedagogical strategies are essential. We provide overviews of each of the book’s 11 diverse chapters by legal teachers across subject areas. We invite readers into a critically important practice towards a more robust and rewarding classroom, intellectually and emotionally, for all involved.

Keywords: Negotiating trauma, trauma-lite, pedagogy, inclusion, professional identity formation, equity