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    Teaching on Days After
    Educating for Equity in the Wake of Injustice

    Alyssa Hadley Dunn (Author)

    9780807784389

    Hardback, published 30 June 2026

    240 pages
    22.9 x 15.6 x 1.5 cm, 0.666 kg

    How can teachers support students on the days after major events, tragedies, and injustices?

    In a time of escalating polarization, classrooms are deeply impacted by the news cycle. In this urgent and fully updated second edition, Alyssa Hadley Dunn provides a practical, humanizing framework for how K–12 educators can teach in the hours, days, and months after social and political crises.

    Moving beyond “business as usual,” Dunn shows why teachers must center equity, reject claims of pedagogical neutrality, and create spaces for dialogue, community, and healing. This timely, expanded edition addresses today’s sociopolitical climate—including guidance for navigating political pressure, misinformation, and the nationwide attacks on DEI and public education—when every day feels like a day after.

    New to the Second Edition:

    • Updated Narratives: New teacher and student reflections on international, national, state, and local events between 2021 and 2025, thus encapsulating teachers’ narratives about the two decades of days after.
    • Expanded Guidance and Current Resources: Additional strategies and tools for school leaders, preservice teachers, and teacher educators in the form of online resource banks and sample lesson plans.
    • Creative Inquiry Tools: Includes an ethnodrama designed to spark classroom dialogue and critical reflection, particularly useful for classes or professional development with pre- and inservice teachers.


    Through powerful teacher stories and youth-authored spotlights, Teaching on Days After illustrates how difficult moments can become opportunities for sociopolitical awareness, justice-oriented pedagogy, and sustaining hope during collective trauma. This second edition is an up-to-the-moment essential resource for educators committed to supporting students when the unthinkable happens—again.

    Contents

    Acknowledgments  ix

    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  10
    Why Teaching on Days After Matters—and Why Now  12
    What Is “Days After Pedagogy”?  13
    How This Book Is Organized  14

    2.  Guiding Frameworks  16
    Guiding Frameworks in Context: Today’s Classrooms as Spaces for Days After Pedagogy  16
    Asset-Based and Justice-Oriented Pedagogies  18
    A Sociopolitical Education  22
    Trauma Responsiveness and Socioemotional Learning in the Classroom  27
    Conclusion  31
    Theories in Practice: A Letter From a Teacher to His Students  31
    Student Spotlight: Days After School Shootings  34
    Marlena Young, Deidre Gorkowski, Marjorie Wiese

    3.  Toward a Purpose for Freedom: Why Teach on Days After  42
    Days After Pedagogy Supports Student Agency and Voice  43
    Days After Pedagogy Works Against Oppression  48
    Days After Teaching Redefines “Relevance”  50
    Disrupting Whiteness: Pushing Against “Two Sides” on Days After  51
    Days After Pedagogy Responds to Trauma in a Meaningful Way  54
    Days After Pedagogy Is a Form of Trauma-Responsive Teaching  55
    Days After Pedagogy Offers a Space for Transformative Learning  59
    Days After Pedagogy Is Sustaining for Students and Teachers  64
    Conclusion  67
    Student Spotlight: Days After Community Struggle  68
    Roxy Mashkawiziikwe Sprowl, Ella Ritter

    4.  Putting Students First: Who We’re Teaching on Days After  72
    Days After Pedagogy Is About Knowing Students Deeply  75
    Days After Pedagogy Is for All Ages  76
    Days After Pedagogy Is for All Content Areas  83
    Days After Pedagogy Uses Student-Centered and Humanizing Lessons  86
    Conclusion  88
    Student Spotlight: Days After the COVID-19 Pandemic  89
    Sudeshna Flores

    5.  Educators: Who Is Doing the Teaching on Days After?  91
    Days After Pedagogy Requires Teachers to Be Vulnerable  92
    Days After Pedagogy Pushes Teachers to Be Curricular Risk-Takers  97
    Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges  104
    Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality  109
    Conclusion  116
    Student Spotlight: Days After Political Upheaval  117
    Corabella Dover, Ana Lucia Ontiveros

    6.  The Intersections of Teaching and Politics on Days After  119
    Days After Elections  120
    Days After Gun Violence  128
    Days After Environmental Crises  134
    Days After Gender Injustice  138
    Student Spotlight: Days After Racial Injustice  141
    Camille Dotson, Gabrielle Dotson

    7.  The Intersections of Teaching, Racism, and White Supremacy on Days After  144
    Days After Racial Violence  145
    Days After White Supremacist Events  149
    Days After Immigration Injustice  154
    Days After Local Racial Injustice  158
    Conclusion  163

    8.  From “Totally Out of Touch” to “They’ve Got My Back”: Administrators on Days After  164
    Silence and Silencing  165
    What Administrative Support Can Look Like  167
    How Administrators Connected (or Didn’t) Days After Pedagogy and Equity-Centered Trauma-Informed Education  170
    Conclusion  171

    9.  Conclusion  172
    Part 1: Institutionalizing a Space for Days After Pedagogy  172
    Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After  177

    Epilogue: From January 2021 to December 2025  183
    Appendix A: A Letter to Educators and Children  185
    Appendix B: Methods  187
    Appendix C: The Day After: An Ethnodrama About Teachers’ Decision-Making Amidst Silencing School Policies  196
    References  216
    Index  223
    About the Author  229
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