What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, socio-political awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, readers see how these educators address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and to better structure teacher education to help pre-service teachers think ahead to their future classrooms.Book Features: Narratives from teachers and students that represent a diverse range of identities, locations, grade levels, and content areas. Examples of days after that teachers remember, including 9/11, elections, natural disasters, gun violence, police brutality, social uprisings, Supreme Court decisions, immigration policies, and more. Examples of days after that K–12 and college-aged students remember, including what their teachers did and didn't do and how they experienced these moments.

Table of Contents:
Contents Acknowledgments xi 1. Introduction 1 Days After That I Remember, as Student and Teacher 4 Teachable Moments in Service of Justice 8 On Silence 9 What This Book Is About 11 Why Teaching on Days After Matters—and Why Now 12 What Is "Days After Pedagogy"? 13 How This Book Is Organized 15 Student Spotlight: Days After Sandy Hook 16 Marlena Young 2. Guiding Frameworks 22 Guiding Frameworks in Context: Today's Classrooms as 24 Spaces for Days After Pedagogy Asset-Based and Justice-Oriented Pedagogies 25 A Sociopolitical Education 30 Trauma Responsiveness and Socioemotional Learning in the Classroom 35 Conclusion 39 Theories in Practice: A Letter From a Teacher to His Students 40 Student Spotlight: Days After Community Turmoil 43 Roxy Mashkawiziikwe Sprowl 3. Toward a Purpose for Freedom: Why Teach on Days After 47 Days After Pedagogy Supports Student Agency and Voice 48 Days After Pedagogy Works Against Oppression 53 Days After Teaching Redefines "Relevance" 56 Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58 Days After Pedagogy Responds to Trauma in a Meaningful Way 61 Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62 Days After Pedagogy Offers a Space for Transformative Learning 65 Days After Pedagogy Is Sustaining for Students and Teachers 70 Conclusion 74 Student Spotlight: Days After Parkland 75 Deidre Gorkowski 4. Putting Students First: Who We're Teaching on Days After 77 Days After Pedagogy Is About Knowing Students Deeply 80 Days After Pedagogy Is for All Ages 82 Days After Pedagogy Is for All Content Areas 89 Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93 Conclusion 96 Student Spotlights: Days After in 2020–2021 97 Sudeshna Flores and Ava Rizzico 5. Educators: Who Is Doing the Teaching on Days After? 101 Days After Pedagogy Requires Teachers to Be Vulnerable 102 Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107 Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114 Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119 Conclusion 128 Student Spotlights: Days After the Capitol Attack 129 Corabella Dover and Marjorie Wiese 6. The Intersections of Teaching and Politics on Days After 131 Days After Elections 132 Days After Gun Violence 138 Days After Environmental Crises 143 Days After Gender Injustice 148 Student Spotlights: Days After Racial Injustice 153 Camille Dotson, Taliyah V. Andrews, and Maya Andrews 7. The Intersections of Teaching, Racism, and White Supremacy on Days After 156 Days After Global Terrorism in a U.S. Context 157 Days After Racial Violence 161 Days After White Supremacist Events 165 Days After Immigration Injustice 169 Days After Local Racial Injustice 172 Conclusion 177 Student Spotlight: Looking Back on Days After 179 Paige Carletta 8. Conclusion 180 Part 1: Institutionalizing a Space for Days After Pedagogy 180 Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185 Epilogue: January 2021 192 "What Will We Tell the Children?" 194 Appendix A: A Letter to Educators and Children 197 Appendix B: Methods 199 Appendix C: Participant Profiles 201 Appendix D: Social Media Resources for Supporting Days After Pedagogy 207 References 213 Index 219 About the Author 225