https://doi.org/10.21061/IntegratingResilienceIntoTeachingRacialTrauma
Shu Wan
Introduction
Teaching about racial trauma involves more than recounting painful histories; it requires a deliberate focus on resilience, healing, and empowerment. While acknowledging the gravity of systemic injustices, educators also have an opportunity to illuminate stories of recovery, resistance, and community strength. By broadening the scope of historical exploration, this essay aims to include the experiences of immigrant and other marginalized communities, specifically Asian residents in Buffalo, New York.
Resilience acts as a vital counter-narrative to racial trauma, emphasizing agency, subjectivity, and collective strength amid adversity. This approach aligns with LaGarrett King’s (2020) framework for Black historical consciousness, which prioritizes resistance and perseverance, and Jeffries’ (2018) concept of teaching “hard history,” which challenges students to confront uncomfortable truths while encouraging critical thinking. Drawing inspiration from bell hooks’s (1994) Teaching to Transgress, this essay positions resilience-centered pedagogy as an act of liberation, empowering students to engage with histories of injustice while envisioning pathways for healing and social change.
My personal and professional experiences have also shaped/influenced this essay. As an Asian historian teaching in Buffalo, New York, I encountered racial trauma firsthand when a white man hurled hate speech at me during the COVID-19 pandemic. This moment reinforced the urgency of foregrounding racial trauma in teaching. Reflecting on these experiences, I
explored ways to integrate resilience into my pedagogy to empower students and foster social justice. Two classroom experiences serve as case studies. The first focuses on a winter session Asian history course in which a roundtable discussion featured diverse Asian Buffalonian speakers of Chinese, Indian, Korean, and Burmese descent. This activity encouraged students to engage with local histories of trauma and resilience, deepening their understanding of the Asian American experience in Buffalo, New York. The second case highlights a spring 2022 modern American history course where students examined the Buffalo riot of 1967 using archival materials. This hands-on exploration challenged the dominant riot narrative, revealing the systemic racism that catalyzed the uprising and emphasizing the hope and agency of Black youth in the 1960s.
The pedagogical approaches employed for these two case studies illuminate ways in which educators can minimize students’ overemphasizing victimhood by recognizing the agency and subjectivity of those who endured trauma; as well as highlight the focus that resilience offers as a framework for healing, enabling educators and students alike to process the legacies of racial violence in ways that promote recovery and empowerment. In situating this essay within a larger collection, its focus on resilience expands the scope of historical racial trauma narratives, contributing to a multicultural understanding of the United States’ past. By teaching resilience alongside trauma, educators can transform history classrooms into spaces where students grapple with the complexities of systemic oppression while finding inspiration in the strength and perseverance of communities who have resisted and rebuilt in its wake. This approach underscores the power of education to foster healing and promote justice in an increasingly diverse and interconnected world.
Asian Buffalonians and Historical Discrimination
Asian Buffalonians’ experiences of racial trauma reflect a broader historical pattern of systemic discrimination faced by Asian immigrants. From exclusionary policies to racialized scapegoating during public health crises, these challenges have profoundly shaped their communities. Below, I will discuss the historical context of Asian immigration to Buffalo and delve into specific examples of trauma and resilience, offering a nuanced perspective on how these histories connect to the broader Asian American experience.
Asian Immigration to Buffalo and Marginalization
The presence of Asian immigrants in Buffalo grew during the twentieth century as families and workers sought opportunities in manufacturing and academia. Despite their contributions, systemic racism, including redlining (a government-sanctioned practice that restricted the residents of predominantly Black, Latino, and Asian American neighborhoods from acquiring home loans) and employment discrimination, often excluded these communities from full participation in the local society. According to Kim and Keovisai (2016), “one hundred forty-four (56.3%) study participants reported experiencing at least one discriminatory encounters in the past 12 months.”
In addition to systemic racism, Asian Americans who lived in midwestern industrial centers like Buffalo were also victims of physical violence. One of the most striking events connecting Asian American experiences across the Rust Belt was the murder of Vincent Chin in Detroit in 1982. This tragic incident, which was the end result of anti-Asian sentiment that had been fueled by the U.S.’s industrial economic downturn and resentment of the increasing number of Japanese-manufactured cars entering the U.S., underscores the shared vulnerabilities of Asian communities in industrial cities like Buffalo. While Chin’s murder occurred in Detroit, its themes of scapegoating and racial trauma resonate with the Asian communities in New York State, especially during the COVID-19 pandemic (and according to New York State Comptroller (2024), “During the pandemic, anti-Asian hate crimes spiked from 5 incidents in 2019 to 140 in 2021”).
Oral Histories and Resilience
Across 2020 to 2022 leaders from Chinese, Indian, Korean, and Burmese communities shared their perspectives, highlighting both the pain of anti-Asian sentiment and the strength derived from inter-ethnic collaboration and solidarity. According to their oral histories (Wan, 2022) the leaders “collaborated with Indian and immigrants of other Asian backgrounds in struggling for social justice.” For example, Lily, a Chinese academic and activist, emphasized the vulnerability of international students and other immigrants who were disproportionately targeted during the pandemic. Her observations highlighted patterns of victimhood that align with broader national trends. In contrast, Chris, representing the Indian immigrant community, focused on resilience, describing initiatives such as neighborhood volunteer services that bridged racial and ethnic divides. Together, these stories illustrate how diverse voices within Buffalo’s Asian community resisted dominant narratives of victimization, instead offering examples of agency and recovery.
Pedagogical Insights from Roundtable Discussions
Inspired by these oral histories (Wan, 2022), I incorporated these narratives into an Asian Civilization course, creating a space for students to critically engage with the complexities of Asian Buffalonians’ experiences. A roundtable discussion featuring four guest speakers, representing Chinese, Burmese, Indian, and Korean communities, brought this history to life. The discussion balanced narratives of trauma and resilience, with questions such as:
- How did the pandemic shape your experiences as an Asian Buffalonian?
- What measures did your community take to support resilience and solidarity during the pandemic?
Speakers like Lily and Nunu highlighted anti-Asian sentiment as a defining feature of their pandemic experience, while Chris and Kavitha emphasized collaboration between Asian and non-Asian Buffalonians in addressing public health challenges. This dialogue encouraged students to see resilience and trauma as interconnected forces shaping community histories. By examining these nuanced perspectives, students not only deepened their understanding of Asian American experiences, but also developed empathy for the diverse ways communities navigate adversity. The roundtable exemplifies how teaching resilience alongside trauma can foster critical thinking, compassion, and a more inclusive view of American history.
Black Communities and the Buffalo 1967 Riot
The racial trauma and resilience of Black communities in Buffalo during the 1967 uprising provide a powerful case study for exploring the intersections of systemic racism, community resistance, and historical memory (Thompson, 2001; Taylor, 1991). What began as a protest against systemic injustices quickly became framed by the media as vandalism, obscuring the underlying causes of the unrest. I will now turn to the causes and consequences of the Buffalo uprising, using archival materials and multimedia resources to examine how these events reveal both the pain and perseverance of Black Buffalonians.
Causes of the Buffalo Uprising
The 1967 Buffalo uprising was fueled by long-standing racial inequalities, systemic racism, and economic disparities that characterized life on the city’s East Side. The immediate spark, a confrontation between police and Black youth, reflected the pervasive hostility of local law enforcement toward Black residents. According to Alfonso (2016), the uprising began with about 200 Black Buffalonians protesting the incident of police brutality, escalating into a series of confrontations over several days. However, the structural roots of the unrest lay in decades of discriminatory housing policies, chronic unemployment, and disinvestment in predominantly Black neighborhoods, as described in Sugrue’s Sweet Land of Liberty (2008).
Archival evidence, such as the testimonies collected in Frank P. Besag’s Anatomy of a Riot: Buffalo ’67 (1967), sheds light on the deeply entrenched inequalities that motivated the uprising. Black residents shared stories of exclusion and marginalization, which were exacerbated by the media’s portrayal of the event as a chaotic riot rather than an organized response to injustice. This framing served to delegitimize the grievances of the Black community, reinforcing stereotypes of violence rather than addressing systemic causes.
Teaching the Buffalo Uprising in the Classroom
In a spring 2022 American History II course, students were invited to critically engage with the Buffalo uprising through archival materials and multimedia resources. This approach aimed to balance narratives of trauma with those of resilience, encouraging students to understand the complexity of historical events. Students watched Doug Ruffin’s documentary 67: Buffalo Uprising (2021), which presented diverse perspectives on the uprising and inspired the use of the term “uprising” instead of “riot.” As Ruffin and others argue, the term “uprising” more accurately reflects the resistance to systemic racism and white supremacy that underpinned the events.
Classroom activities included a visit to the university archives, where students examined the Frank P. Besag Papers (1967), which contain over 100 interviews with witnesses and participants in the uprising. This hands-on exploration helped students see how different groups, Black residents, white residents, and police officers, viewed and interpreted the events of 1967.
Questions posed during the discussion, such as “Do you think the event should be depicted as vandalism or an uprising?” encouraged students to consider the role of language and framing in shaping historical narratives.
For students who preferred virtual participation, the instructor created a Padlet page to facilitate asynchronous discussions. This allowed socially anxious students to engage with the material and share their reflections. One student remarked, “It was eye-opening to read the different perspectives of white individuals, Black individuals, and police officers. It is important to understand all views of a situation before making conclusions.” Such feedback highlighted the value of incorporating diverse perspectives and encouraging empathy in historical inquiry. By shifting the focus from “riot” to “uprising,” educators can emphasize the active resistance of Black Buffalonians and their fight for justice during the summer of 1967. This approach not only fosters critical thinking but also promotes a more inclusive pedagogy that advocates racial justice.
Theoretical Framework: Trauma and Resilience
Understanding the interplay between trauma and resilience is essential for crafting effective pedagogy that addresses historical racial trauma while empowering students. Here I will define historical racial trauma and resilience, drawing from interdisciplinary frameworks to examine their implications for teaching. By conceptualizing resilience as a counter-narrative to trauma, this theoretical lens provides a foundation for integrating healing and empowerment into education.
Defining Historical Racial Trauma
Historical racial trauma often reverberates across generations, shaping the identities and lived experiences of affected communities. Eyerman (2001) defines cultural trauma as a disruption of collective identity through catastrophic events, such as slavery, segregation, or racially motivated violence. These events not only inflict immediate harm but also leave lasting legacies of inequality and marginalization.
In the context of Buffalo, the 1967 uprising and the scapegoating of Asian Buffalonians during the COVID-19 pandemic exemplify how historical racial trauma manifests in local communities. These events illustrate the intersection of structural forces, such as economic disparities, systemic racism, and media narratives, that perpetuate collective harm. Recognizing this trauma is a critical step in fostering empathy and understanding, enabling educators and students to engage with difficult histories.
Resilience as a Counter-Narrative
While trauma captures the harm inflicted on communities, resilience highlights their capacity to recover, adapt, and resist systemic oppression. Resilience, as defined by Masten (2014), is rooted in protective factors such as social cohesion, cultural preservation, and collective action (see also Bonanno, 2004). Psychological perspectives emphasize the role of individual and community agency in mitigating the impacts of adversity, while sociological frameworks highlight how resilience emerges from shared cultural and historical practices. For communities subjected to systemic racism, resilience often takes the form of cultural expression, mutual aid, and activism. In Buffalo, the responses of Black and Asian communities to their respective challenges demonstrate these principles. From inter-racial collaboration during the COVID-19 pandemic to grassroots organizing in the wake of the 1967 uprising, these examples reveal how resilience functions as a counter-narrative to trauma, emphasizing agency and strength over victimhood.
Connecting Resilience to Teaching
Incorporating resilience into the pedagogy of historical racial trauma transforms the classroom into a space for healing and empowerment. This approach aligns with Love’s (2019) abolitionist teaching framework, which advocates for practices that center joy, agency, and liberation. Framing the 1967 Buffalo uprising as an act of resistance rather than a riot challenges dominant narratives while honoring the agency of Black Buffalonians. Similarly, highlighting the resilience of Asian Buffalonians during the COVID-19 pandemic encourages students to see historical actors as multifaceted, capable of both suffering and overcoming. These examples underscore the transformative potential of resilience-centered pedagogy in fostering critical thinking, empathy, and a commitment to social justice.
Implications for Pedagogy
The integration of trauma and resilience into educational frameworks equips students to grapple with the complexities of history while fostering personal and collective healing. This dual focus acknowledges the realities of systemic harm while celebrating the power of communities to endure and thrive. As a theoretical foundation, this approach lays the groundwork for the practical strategies and case studies explored further below.
Case Studies of Resilience in Buffalo
Resilience, as a counter-narrative to trauma, is best understood through the lived experiences and community-driven responses to systemic oppression. In Buffalo, both Asian Buffalonians and Black residents have demonstrated remarkable resilience in the face of racial trauma, offering compelling examples of how communities confront and adapt to challenges. I now explore the resilience of these groups through specific case studies, linking their efforts to broader historical and social movements.
Asian Buffalonians: Community Initiatives and Broader Activism
The resilience of Asian Buffalonians is evident in their ability to foster community cohesion and cultural preservation despite enduring systemic racism and scapegoating during public health crises. During the COVID-19 pandemic, local Asian immigrant communities mobilized to support their members and challenge rising anti-Asian sentiment. These efforts included mutual aid initiatives, such as delivering food and supplies to vulnerable populations, and public advocacy campaigns aimed at combating hate speech and misinformation.
Cultural preservation also played a crucial role in fostering resilience. Leaders in Buffalo’s Chinese, Indian, Korean, and Burmese communities emphasized the importance of passing down cultural traditions, which served as a source of strength and identity. These efforts were particularly evident in community centers and faith-based organizations, which became hubs for both cultural celebration and mutual support. The legacy of Vincent Chin’s murder in Detroit in 1982, for example, illustrates how moments of racial trauma can galvanize collective action. In response to the scapegoating of Asian-Americans during the economic downturn of the 1980s, activists across the country organized to demand justice and raise awareness of anti-Asian violence. Similarly, the pandemic served as a catalyst for solidarity and resilience among Buffalo’s Asian communities, reinforcing their place in the broader Asian-American struggle for equity and recognition.
Resilience as a Shared Framework for Understanding History
The case studies of Asian Buffalonians and Black Buffalonians highlight the interconnectedness of trauma and resilience in shaping community responses to systemic oppression. While their experiences are distinct, they share a common thread of agency and collective strength in the face of adversity. By examining these stories side by side, educators and students can gain a deeper understanding of how diverse communities navigate and resist the forces of racial trauma, contributing to a more inclusive and empowering narrative of American history.
Pedagogical Strategies for Teaching Resilience
Teaching resilience alongside racial trauma provides students with a more balanced and empowering understanding of history. While it is critical to address the realities of systemic oppression and its effects, focusing solely on trauma risks perpetuating narratives of victimization. By integrating stories of resilience, educators can foster healing, critical engagement, and a deeper appreciation of the agency displayed by marginalized communities.
Trauma-Informed Teaching
Trauma-informed teaching encourages balancing narratives of pain with stories of resilience and strength, allowing students to engage with difficult histories while maintaining emotional well-being. When teaching histories of racial trauma, such as the Buffalo uprising or the scapegoating of Asian Buffalonians during the COVID-19 pandemic, it is vital to contextualize these events within broader frameworks of resistance and recovery. For instance, students examining the 1967 uprising can explore how Black Buffalonians organized grassroots movements to rebuild their communities, countering the media’s depiction of the event as mere vandalism. Similarly, studying the mutual aid efforts of Asian Buffalonians during the pandemic highlights how communities adapted and collaborated in the face of adversity.
Trauma-informed pedagogy also involves equipping students with tools to process their own experiences of trauma. Teaching resilience can be particularly meaningful for non-white students who may have personally encountered racial discrimination. Discussing historical examples of resilience can serve as a source of inspiration and validation for these students, fostering an inclusive classroom environment that promotes healing and empowerment.
Inquiry-Based Learning
The Inquiry Design Model (IDM) offers a structured approach to exploring historical trauma and resilience by centering student-driven questions and primary source analysis.
According to Grant, Swan, and Lee “Inquiry-based practice is student centered, but it only works if teachers play a key role in seeding a productive environment” (2022). This method enables students to critically engage with historical narratives and develop their own interpretations of past events. For example, lessons on the Buffalo uprising could include examining oral histories, archival materials, and media accounts to compare differing perspectives on the event. Students might analyze how systemic racism and economic inequalities contributed to the uprising while identifying the resilience demonstrated by Black Buffalonians in response to these challenges. Similarly, a unit on Asian Buffalonians could
involve analyzing oral histories collected during the pandemic, highlighting both the trauma of anti-Asian sentiment and the strength derived from community solidarity. Students might explore parallels between the scapegoating of Asian Americans during the pandemic and earlier instances of medical racism, such as the stigmatization of Chinese immigrants following a bubonic plague outbreak in Honolulu’s Chinatown in 1899 (see also Risse, 2016; Kraut, 1995; Wokingmen’s Part of California, 1880). These connections can help students understand how resilience operates across time and contexts, reinforcing its relevance to their own lives.
Resilience-Centered Activities
Designing activities that emphasize resilience can deepen students’ understanding of historical narratives while fostering empathy and critical thinking. The following examples illustrate how resilience-centered activities can be integrated into history classrooms:
- Exploring Community Rebuilding After the Buffalo Uprising:
Students could research grassroots initiatives, such as Black-led housing cooperatives and educational reform efforts, to examine how Black Buffalonians worked to address systemic inequalities following the uprising.
- Analyzing Oral Histories of Asian Buffalonians:
Using transcripts or recordings from oral history projects, students could explore how Asian Buffalonians navigated the dual challenges of the COVID-19 pandemic and rising anti-Asian sentiment. Activities could include identifying themes of resilience in the testimonies and discussing how these stories challenge dominant narratives of victimization.
By engaging with these activities, students not only gain a deeper appreciation of the agency exhibited by marginalized communities but also develop the skills to apply historical insights to contemporary social justice issues.
Creating Inclusive Curricula
A resilience-centered approach requires integrating diverse racial and ethnic narratives into American history teaching. Inclusive curricula challenge the dominance of Eurocentric perspectives by foregrounding the histories of marginalized groups and their contributions to American society. For example, the curriculum might juxtapose the experiences of Black and Asian Buffalonians to demonstrate the universality of resilience across different communities. Students could explore how these groups navigated unique challenges while contributing to broader movements for racial justice. This approach aligns with Ladson-Billings’ (1995) concept of culturally relevant pedagogy, which emphasizes the importance of teaching that affirms students’ identities and fosters critical consciousness. Inclusive curricula also provide opportunities to address intersectionality, highlighting how race intersects with other factors such as gender, class, and immigration status to shape experiences of trauma and resilience. By engaging with these complexities, students develop a more nuanced understanding of history and its implications for the present.
Expanding the Scope: Multicultural Approaches
Teaching resilience alongside racial trauma requires a multicultural lens that highlights the diverse experiences of marginalized communities throughout American history. While much of the scholarship and pedagogy around racial trauma has focused on the histories of Black and Native American communities, expanding the scope to include immigrant and other underrepresented groups offers a more inclusive and comprehensive understanding of systemic racism and resilience.
Teaching Racial Trauma Beyond Black and Native Histories
Racial trauma is not confined to any single group; it is a pervasive and multifaceted aspect of American history. From the scapegoating of Asian immigrants during public health crises to the internment of Japanese Americans during World War II, immigrant communities have faced systemic injustices that demand recognition in educational curricula. Similarly, the experiences of Latinx and Middle Eastern Americans, including deportation, surveillance, and xenophobia, reveal additional dimensions of racial trauma. By integrating these diverse narratives into the classroom, educators can foster empathy and understanding among students. For example, juxtaposing the experiences of Asian Buffalonians during the COVID-19 pandemic with those of Black residents during the Buffalo uprising illustrates both the universality and specificity of racial trauma and resilience. This approach encourages students to see the interconnectedness of these histories and to consider how systemic racism operates across different contexts.
The Role of Interdisciplinarity
An interdisciplinary approach is essential for effectively teaching the complexities of racial trauma and resilience. History provides the foundational context for understanding systemic oppression and community responses, while literature and the arts give voice to personal and collective experiences. Civics and social studies, in turn, help students connect historical insights to contemporary social justice movements. For example, pairing historical documents from the Buffalo uprising with literature such as Claudia Rankine’s (2014) Citizen: An American Lyric allows students to explore how racial trauma is experienced and expressed in different forms. Similarly, integrating oral histories with legal studies, such as examining the Civil Rights Act or immigration policies, demonstrates the systemic nature of racial injustices and the collective efforts to challenge them. By weaving together these disciplines, educators can create a holistic narrative that captures the complexity of racial trauma and the resilience it inspires, empowering students to critically engage with history and its relevance to the present.
Conclusion
This essay has explored the importance of integrating resilience into the pedagogy of racial trauma, offering practical strategies and case studies that illustrate how this approach can transform history education. By focusing on both trauma and resilience, educators can move beyond narratives of victimization to highlight the agency, strength, and perseverance of marginalized communities. Through the stories of Asian Buffalonians during the COVID-19 pandemic and Black Buffalonians during the 1967 uprising, this essay has demonstrated the power of resilience-centered teaching to foster critical thinking, empathy, and empowerment. These case studies reveal the multifaceted nature of racial trauma and resilience, underscoring the need for inclusive and interdisciplinary approaches to teaching American history.
Educators must embrace the challenge of teaching resilience alongside racial trauma to provide students with a more balanced and empowering understanding of history. To achieve this, educators should:
- Integrate diverse narratives: Include stories of resilience from a wide range of racial, ethnic, and immigrant communities to create a more inclusive curriculum.
- Adopt interdisciplinary approaches: Combine history, literature, civics, and other fields to present a comprehensive view of trauma and resilience.
- Emphasize trauma-informed and resilience-focused methods: Create classroom environments that support emotional well-being while encouraging critical engagement with difficult topics.
As the specter of systemic racism persists in contemporary society, teaching resilience offers a pathway to inspire students to envision and work toward a more equitable future. By highlighting the struggles and triumphs of marginalized communities, educators can equip students with the tools to confront injustice and advocate for social change. Integrating resilience into the pedagogy of racial trauma is not just an academic endeavor, it is a moral imperative for building a more just and empathetic society.
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