Cultivating a trauma-informed pedagogy: Decolonizing pathways for anthropology in Aotearoa New Zealand

Abstract

Māori students in Aotearoa New Zealand have recently challenged anthropology to better support them to thrive on their own Indigenous terms. This commentary responds to their call and critically reflects on one fruitful avenue for deepening decolonizing work, namely engaging with historical trauma and trauma-informed frameworks. Such frameworks address the legacies of colonial violence and the present conditions and structures that exacerbate harms. We encourage anthropology to consider the possibilities for crafting pedagogies of healing, joy, strength, possibility, and respite.