Not Placeless, but Multiply Emplaced : Trauma-Informed Relational Pedagogy in Online Education

griffin epstein

doi:10.14288/ce.v17i3.187285

Not Placeless, but Multiply Emplaced

Trauma-Informed Relational Pedagogy in Online Education

Authors

griffin epstein George Brown College

DOI:

https://doi.org/10.14288/ce.v17i3.187285

Keywords:

Trauma-informed, Online education, Anti-colonial pedagogy, Anti-racist pedagogy, Anti-oppressive practice, Relationality

Abstract

This auto-ethnographic paper explores the author’s process building anti-colonial anti-oppressive remote teaching practices in a social service worker diploma program at a downtown Toronto college. Differentiating between the crisis education implemented at the start of the COVID-19 pandemic and intentional pedagogy designed for online spaces, the author demonstrates that remote teaching can inspire rebellious relationality and argues that the virtual classroom is not so much placeless as “multiply emplaced.” The paper provides practical suggestions for building an online learning community and calls for an expansion of remote options guided by the principles of accessibility, relationality and trauma-informed practice.

Author Biography

griffin epstein, George Brown College

griffin epstein (they/them) is a poet, musician, community-driven researcher, and independent educator and scholar recently laid off from George Brown Polytechnic as part of the largest mass layoff in Ontario history. They aspire to honor their treaty responsibilities and work in solidarity with communities self-organizing for liberation.

Cover image for Critical Education, Volume 17, Issue 3, 2026

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Published

2026-08-17

Issue

Vol. 17 No. 3 (2026)

Section

Articles

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