Trauma-Informed Critical Pedagogy in Online Theological Education

This paper explores a trauma-informed critical pedagogy as an adaptive challenge in online theological education. The digital component is not primarily concerned with the latest technology and learning tools; rather this approach centers on how the learning experience resonates in learners’ bodies in all modalities, especially raced and gendered bodies who bear the disproportionate impacts of this syndemic reality, implicated in multiple, overlapping pandemics. I begin by establishing a foundation of intersectional critical pedagogy using the work of Paulo Freire and bell hooks. I then explore the pandemic positives that have been identified in K-12 and higher education research that can be applied to online theological education. To conclude, I reflect on how I incorporated this pedagogical approach to two hybrid-synchronous courses with women-identifying teaching partners. The resulting learning experiences were empowering for instructors and students alike as they centered context and community.