Rooted in actual practice, this collected work identifies the best methodology for creating learning environments that feel both safe and critically stimulating for all involved.
Engaging with sensitive topics is crucial for students to develop classroom and workplace resilience. These should be taught in a way that supports the acquisition of new knowledge, skills, and attributes, and that enables students to prepare for and thrive in their future professional life.
Providing educators with a comprehensive understanding of the issues involved in teaching sensitive subjects and topics, this collected work invites them to consider their position and practice in the classroom, as well as the implications that this might for the learner and their learning experience. Presenting illustrative examples from the fields of public health, social care, psychology, social work, education, and criminology, contributors draw on the work of active academics and empirical researchers with extensive experience developing and designing relevant teaching activities. Recognising the range of sensitive concerns that staff may need to handle, chapters provide theoretical and practical guidance across a range of subjects, including cultural sensitivity, colonialism, faith and religion, homelessness, care experience, poverty, mental health, trauma, violence, and substance use.
Rooted in actual practice, Developing and Implementing Teaching in Sensitive Subject and Topic Areas identifies the best methodology for creating learning environments that feel both safe and critically stimulating for all involved.
Foreword; Dr Claire Hart
Chapter
1. Key Concept and Concerns of Teaching Sensitive Subjects and
Topics; David Nichol, Dr William McGovern, and Dr Ruth McGovern
Chapter
2. Cultural Sensitivity in the Curriculum; Dr Alison McInnes and
Professor Janet Walker
Chapter
3. Teaching the Impacts of Colonialism to UK Higher Education
Students; Dr Andie Reynolds
Chapter
4. Exploring, and Engaging with Faith and Religion in University
Settings; Dr Aidan Gillespie
Chapter
5. Female, Muslim and British: A Personal Reflection on the
Experiences of Holding Multiple Identities; Rahida Mohammed
Chapter
6. Teaching about Homelessness Embodied Learning, Recognising Prior
Learning and Experience, and The Key Role of Empathy; Dr Adele Irving, Dr
Jamie Harding, and Dr Oliver Moss
Chapter
7. Educating the Educator- Teaching around Care Experience; Dr Hayley
Alderson and Carrie Harrop
Chapter
8. Teaching about Perceptions of Care and Young Caring; Deborah
Smart, Lucy Jane Henshall, and Libby Oldham
Chapter
9. Teachers Need to Understand the Position That They Have:
Discussing Poverty in Diverse Classes; Dr Pamela Louise Graham, Nicole
Fisher, Connie Dalton, and Dr Richard Lee
Chapter
10. Accredited Research Training with People with Lived Experience of
Mental HealthDistress; Chris Gibbs, Dr Toby Brandon, Dr Christina Cooper,
and Dr Mick Hill
Chapter
11. Dont Just Say No: Managing Learning Around Substance use in a
Demographically Diverse HE Institution; Craig Ancrum
Chapter
12. Using Lived Experience to Teach Trauma: Containment and
Attunement for Yourself and your Students; Kevin Ward
Chapter
13. Teaching and Representing the Needs of Those who Experience
Exploitation and Serious Violence; Lydia Lochhead
Chapter
14. Moving beyond Surviving to Supporting the Ability to Thrive:
Sharing the Experiences of Young People whose Parents use Substances; Cassey
Muir
Chapter
15. Sharing Life-stories about Recovery from Substance Use in Higher
Education Settings; Rachel Wease, Trevor Croft, Dr Will McGovern, and Dr Ruth
McGovern
William McGovern is Associate Professor of Marginalised Communities, University of Northumbria.
Aidan Gillespie is Senior Lecturer in Primary Education, Leeds Trinity University.
Toby Brandon is Professor of Mental Health and Disability, University of Northumbria.
Alison McInnes is Associate Professor of Social Work, University of Northumbria.
