12/17 Course Registration Deadline!
(1:1 Leadership Training)

Kimberly B. George

Re-Imagining Trauma Studies:

Leadership Training for Educators

1:1 Course & Small Group Workshops
begin January 2020

"When those who have the power to name and to socially construct reality choose not to see you or hear you...when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in the mirror and saw nothing. It takes some strength of soul—and not just individual strength, but collective understanding—to resist this void, this non-being, into which you are thrust, and to stand up, demanding to be seen and heard.”

Adrienne Rich

The 1:1 Course:

Trauma Studies 

This 6-week, 1:1 learning intensive is a path of study and consultations especially customized for educators with limited time.


We will re-imagine trauma studies for education through learning key principles of trauma research in  feminist, Indigenous, Black, Arab, Jewish, and Chicana histories.

“I often feel I am trapped in someone else’s imagination, and I must engage my own imagination in order to break free."

adrienne marie brown

Why is this 1:1 course relevant to educators?

Trauma-informed frameworks are growing in many fields, including education. That being said, too much of the research does not have critical tools for unpacking patriarchy, white supremacy, capitalism, and settler colonialism. This training corrects for that by centering the voices of women, Indigenous people, and people of color. It is an intensive 1:1 training for individuals already offering leadership at their school in naming intersections of power. The course is designed to support larger institutional change processes.

What is the deadline for registration?

How much time does this course take?

Tuesday, December 17. (Please note a $250 late fee applies after.) We begin the course the week of January 13, 2020.

You can expect to spend 60-90 minutes a week on readings, contemplative exercises, and recorded lectures. Some people spend more, others less—we find the time investment right for your energy and life
responsibilities. (Because honoring our body's exhaustion and limits is part of a feminist learning practice, too.) 

Over the course of 6-weeks, we have 3, 75-minute consulting sessions over Zoom to discuss the curriculum. Email support is offered in-between sessions.

We also have an initial 30-60 minute introductory session before the course readings begin.

We select session times at your convenience.

What is the tuition cost?

The 6-week intensive training is $3000 per participant. The 1:1 leadership training format of the course is designed for you to be able to teach and share the learning with others at your institution.

(Institutions historically marginalized are encouraged to apply for sliding scale rates.)

How can I register?

Please contact me below with your name, title, and institutional affiliation. I will be in touch in 24-hours.

Small Group Workshops:
Re-Imagining Trauma Studies for Educators

Trauma studies is rapidly proliferating across many fields of study. This 3-part workshop series helps educators bring the lens of feminist ethnic studies social theory to understanding both limits and benefits of the very category of "trauma."

  • The first step is scheduling the Initial Assessment Session. This is a 60-minute consulting session to discuss bringing trauma-informed strategies to your institution. 

  • Each workshop is 3-hours. Study materials are distributed before the training, and participants should plan on spending 2–3 hours with the readings and recordings.

  • 13 participants maximum per workshop.(Participants might include: teachers, staff,  student leaders, administrators, and Directors of Equity & Inclusion.) 


Workshop 1:

Readings will focus on moments in the emergence of trauma studies as we think historically about how these knowledges were produced. In our analysis, we will also give special consideration to the entwined histories of the production of trauma theory across literary Holocaust studies, feminist theory (both clinical and philosophical), and Native American and Indigenous Studies.

Workshop 2:

Having gained historical analysis, we will then move to considering how trauma studies is currently used in clinical work, movement and social justice work, and in the emergence of trauma-informed teaching practices. We especially turn to close reading short passages from contemporary trauma studies to examine the extent to which these theories account for interconnected structural conditions of harm (including colonialism and settler colonialism, militarism, capitalism, white supremacy, anti-semitism, and heteropatriarchy). 

Workshop 3:

This workshop will focus on the  kinds of epistemic interventions Black feminism, women of color feminism, and Indigenous feminisms have made within the very meaning of education and apply those intellectual histories to thinking about how to move toward healing-informed methods of trauma studies. We will actively practice the creative powers of imagining a present and a future in which trauma is not theorized as an"individual" condition/pathology, but rather understood as a historical condition, a labor, and a knowledge demanding a collective response of healing and justice.

Questions we will reflect on in the workshops:

  • What can we develop together in our understanding of trauma as we put different traditions, methods, and ways of knowing alongside one another?

  • What is the key critique Native American and Indigenous Studies has made of how western mental health disavows settler colonialism and Indigenous sovereignty? What is at stake in such a disavowal for the fields of mental health and education?

  • Why is trauma studies a particularly vexed and complex field, even as it is generative and offering significant insights?  

  • How can methods for greater historical precision in our analysis help us think through our clinical and educational categories of how we apply trauma theory, as well as the relations of power in those applications?

  • Why is the "turn to the body" in trauma studies a revolutionary intervention? At the same time, how did the epistemic methods of feminist Black Studies, women of color knowledge, and white Euro-American traditions come before that shift by almost 3 decades?