Submit a Manuscript to the Journal
Journal of Dance Education
For a Special Issue on
Pedagogies of Care and Trauma-informed Teaching
15 May 2024
Pedagogies of Care and Trauma-informed Teaching
The Journal of Dance Education invites manuscript submissions which will discuss pedagogies of care
and trauma-informed teaching in dance for possible publication. Accepted articles will be published in
JoDE and may become part of a specialized collection focused on Pedagogies of Care and Trauma-
Today, students face unprecedented, and simultaneous, obstacles: an ongoing pandemic that has rocked
the rhythm of their daily lives and thwarted their social wherewithal; the witnessing of upticks in
violence—physical and legislative—wielded against minoritized communities; and an exacerbation of
their mental health challenges. Many students are in crisis.
This is not just a call for papers; this a call to action: a centering of what we at the Journal of Dance
Education (JoDE) believe to be two of the many ways in which we, a community of teachers and
learners, can grow our teaching practices to support students’ needs: pedagogies of care and trauma-
informed teaching. The collection will serve as a resource where teachers who are committed to centering
this work may find support in firsthand accounts, quantitative data, and thoughtful, critical musings. The
central questions to ponder: What does it mean to build mechanisms of care into one’s teaching? What
does it mean to prioritize trauma-informed teaching to learners who need it—and how do we know if they
do? As importantly, how do we move, theoretically and artistically, into these practices?
We invite you to share your research and experience as it relates to this topic.
Submissions may consider one or some of the following questions, as well:
- How do you define care within the context of dance education, and how do you implement
structures of care into your pedagogy and/or dance education research?
- How can trauma be processed through teaching and learning?
- How are educational spaces failing to center trauma-informed teaching? In what ways is this
lapse in support affecting students’ learning, and how might teachers work towards filling this
- Do you have quantitative data that shows the efficacy of specific techniques of care/trauma-
informed teaching—and perhaps, over others? Responses to this question should include the
author’s/authors’ conceptualizations of “efficacy.”
- How does care and/or trauma-informed learning support endeavors of justice, diversity, equity
- How do we, as a community of teachers, support the specific needs of marginalized and
underrepresented groups through mechanisms of care and trauma-informed teaching practices?
Responses to this prompt must name a specific group, should contextualize this group’s needs
through the author’s firsthand experience as a learner or teacher in the respective community and
identify why, and in what ways, these channels of support have been effective.
- Mistakes can be fertile grounds from which our teaching practices grow. In that spirit, consider
sharing mistakes you’ve made (or witnessed) in an attempt to establish a space of care and/or
trauma-informed learning. What went wrong? How did you know it was not working? What did
you learn, and how is this information moving your teaching practice forward?
- What tensions exist between centering care and working in spaces, like academia and
conservatory programs, that can be harmful? How do we curb/eliminate the harm while working
in these imperialistic structures—and what role does care play in supporting this work?
- How might teachers approach techniques of care and trauma-informed pedagogies as an
egalitarian practice, for example, rather than a top-down one? How might students create or be a
part of the process of establishing these spaces and practices? One may also argue if they believe
it is possible (or not) for care/trauma-informed teaching to survive in hierarchical systems, like
many educational spaces.
- In what ways are new/ongoing conversations around care, including this call, minimizing or
erasing historical attempts to center such work?
- How do you embody care as an artistic and/or educational practice?
- How do you embody trauma-informed teaching as an artistic and/or educational practice?
- Is it possible to measure the extent to which student bodies are experiencing care? Which
methodologies have proven adept?
- How do you weave your ethics around care and trauma in course materials: syllabi, community
- What are the (personal and/or professional) benefits for teachers who embrace trauma-informed
or care-based practices?
Submissions may be Feature Articles (5,000-8,00 words including references), In Practice Articles
(1,500-3,500 words including references), or Student Readings (1,000-3,000 words including references). For more information, please see JoDE’s Instructions for Authors at:
All submissions should be submitted electronically via the Taylor & Francis ScholarOne link:
http://mc.manuscriptcentral.com/ujod. JoDE uses a double-anonymous peer review process, where
neither the authors’ nor the reviewers’ identities are known to the other, to guide the development and
selection of articles.
JoDE is committed to justice, diversity, equity, and inclusion, and recognizes the range of demographics,
dance forms, geographical locations, and educational practices that the journal aims to serve. As such, we
encourage submissions from practitioners whose community, culture, dance form, or geographical
location is historically underrepresented in dance education literature.
Questions on what to submit? Contact Thomas Ford: [email protected] and Karen Schupp:
[email protected]. For more information about JoDE, please visit the journal’s webpage: