Exploring the role of evidence-based educational resources and brokering in the wake of political trauma

Abstract

Background The research-practice gap has not been explored within civics education, and in particular the role of evidence-based civics curriculum in times of political trauma. Such research is critical in equipping educators with evidence-based resources to help mitigate political trauma experienced by students. Here, we explore the types of resources teachers access as well as the role of Brokers, Intermediaries and Boundary Spanners (BIBS) in connecting teachers to such sources after the historic 6 January 2021 US Capitol insurrection. Aims and objectives This study poses the following research questions: (1) what resources did teachers utilise to support their students following the 6 January 2021 Capitol insurrection; and (2) who were key BIBS in connecting teachers to such information and what role did research evidence have in the generation of such materials? Methods Using cross-sectional survey data, we analyse the open-ended text-based responses from educators reflecting on the days after 6 January 2021. Findings The study illuminates’ trends in: (1) the type of resources teachers utilise to address students’ needs (educational curricula, social media, news outlets); and (2) the role of BIBS in connecting them to such information (media platforms, mass media, educational non-profit organisations). Discussion and conclusion In the face of political trauma, educators present civics crises as ‘open issues’ and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices.