The Teaching and Learning Innovation Digest - May 2023
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
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with connection activities <strong>and</strong> end with a brief empowerment component which invites the students<br />
to consider <strong>and</strong> possibly share what part(s) of the weekly content they intend to take forward into<br />
their own personal agency or actions along with any associated details as to how, with whom,<br />
etc. they intend to share their learning personally <strong>and</strong> professionally.<br />
Conclusion<br />
Let’s consider post-traumatic-growth as a focal point; in contrast to post-traumatic stress. As many<br />
as 90 per cent of people who confront trauma also experience personal growth in at least one of the<br />
following five areas:<br />
• Greater compassion for self <strong>and</strong> others <strong>and</strong> a deepening in interpersonal relationships<br />
• Greater appreciation for being alive<br />
• New perspectives on life or a changed philosophy of life<br />
• Greater sense of inner strength, self-reliance, <strong>and</strong> acceptance of vulnerability<br />
• Greater underst<strong>and</strong>ing of spiritual matters, a deeper sense of faith, meaning, or purpose in life<br />
(Calhoun <strong>and</strong> Tedeschi, 1995)<br />
<strong>The</strong> p<strong>and</strong>emic was a collective shock to our systems. Yet, through these uncertainties <strong>and</strong> challenges<br />
we have grown <strong>and</strong> are still growing, <strong>and</strong> many of us are in the process of healing from it.<br />
We’re in this process of re-turning to each other. So far, the ability to practice <strong>and</strong> explore awareness<br />
of ourselves <strong>and</strong> each other, that is embodied <strong>and</strong> compassionate, as we learn, has served as a<br />
helpful antidote for what feels like a disconnected school community reaching out for ways to return<br />
to learning <strong>and</strong> being together again in our classrooms. To re/TURN <strong>and</strong> emerge stronger, wiser,<br />
more resilient, more inclusive, <strong>and</strong> more whole, with a sense of collectivity that joins in meaning<br />
<strong>and</strong> purpose, is not a given; it is an intention <strong>and</strong> one that requires action <strong>and</strong> integrity; that is a<br />
willingness amongst us. Embodied Awareness is a way I have started to integrate this intention,<br />
my lived experiences, lessons learned, <strong>Teaching</strong>s shared <strong>and</strong> experienced, <strong>and</strong> intuitive knowing<br />
into my teaching practice as we return to a new normal. A new normal that we have the capacity to<br />
consciously decide will be ours as a collective.<br />
References<br />
Bassidj, S. Trauma-Informed Perspectives on <strong>Teaching</strong>: A Scholarship of <strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong><br />
(SoTL) Project. Centennial College, 2018.<br />
Brant, B., Mohawk First Nation. Lives in Tyendinaga, Ontario. Oral <strong>Teaching</strong>s. Personal<br />
Communication. October 2008-February <strong>2023</strong>.<br />
Cahoun, G. <strong>and</strong> Tedeschi, R. Trauma <strong>and</strong> Transformation: Growing in an Aftermath of Hedva, B.,<br />
Betrayal, Trust <strong>and</strong> Forgiveness: A Guide to Emotional Healing <strong>and</strong> Community Renewal,<br />
Wynword Press, 2004, revised ed. 2013.<br />
Hedva, B. (2012, <strong>May</strong>). What is Embodied Awareness. Embodiedawareness.com.<br />
https://embodiedawareness.com/beth-hedvas-bio/<br />
Hedva, B. (2020, December 29). Embodied awareness: An introduction to spiritually directed therapy.<br />
Retrieved from https://course.wcea.education/app/ hedva/elearning/counselor-psychotherapist/<br />
dr-beth-hedva/ 168720/completecourse-embodied-awareness<br />
Hedva, B. (2020, April 4). Stress Reduction <strong>and</strong> Self-Care in Response to Covid-19. Embodied<br />
Awareness Blog. https://embodiedawareness.com/<br />
Silverh<strong>and</strong>, T. Tuscarora First Nation. Lives in Upper State New York, New York. Oral <strong>Teaching</strong>s.<br />
Personal Communication. October 2013-2022.<br />
Smith, S. Mohawk First Nation. Six Nations of the Gr<strong>and</strong> River, Ontario. Oral <strong>Teaching</strong>. Personal<br />
Communication. October 2008.Vertiu virmilius Cat, tanum videlud eoredea inu morae depse<br />
nunte, verfitis anum pratritur avehendii publicae ortam sero et potil unte, o Cupplis int<br />
136<br />
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