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V. (2007). Narrative inquiry: Theory and practice. Journal of Geography in Higher Education, 31(3), 459–472. [https://doi.org/10.1080/03098260601071324](https://doi.org/10.1080/03098260601071324)  \nShan, H., & Guo, S. (2023). Migration and migrant education. In The handbook of adult and continuing education (pp. 436–444) . Routledge.  \nThe World Bank. (2017). Indonesiaʹs global workers: Juggling opportunities and risks. Jakarta: The World Bank. [https://doi.org/10.1596/28937](https://doi.org/10.1596/28937)  \nTsai, T.‐I., & Lee, S.‐Y. D. (2016). Health literacy as the missing link in the provision of immigrant healthcare: a qualitative study of Southeast Asian immigrant women in Taiwan. International Journal of  \nNursing Studies, 65–74. [https://doi.org/10.1016/j.ijnurstu.2015.03.021](https://doi.org/10.1016/j.ijnurstu.2015.03.021)  \nWickramasekara, P. (2008) . Globalisation, international labour migration and the rights of migrant workers. Third World Quarterly, Globalisation and migration: New issues, new politics? 29 (7), 1247–1264.  \n[https://doi.org/10.1080/01436590802386278](https://doi.org/10.1080/01436590802386278)  \nYates, M. (2011). The human‐as‐waste, the labor theory of value and disposability in contemporary capitalism. Antipode, 43 (5), 1679–1695. [https://doi.org/10.1111/j.1467‐8330.2011.00900.x](https://doi.org/10.1111/j.1467‐8330.2011.00900.x)  \n[Yeoh](Yeoh), [B](B). S., & Huang, S. (2010). Transnational domestic workers and the negotiation of mobility and work practices in Singapore’s home‐spaces. Mobilities, 219–236. [https://](https://)  \n[doi.org/10.1080/17450101003665036](doi.org/10.1080/17450101003665036)  \nThe Big Freeze: Trauma Informed Reflection in the Arctic Circle  \nSarah Haroon Sualehi1  \nABSTRACT: After being confronted with unending grief and deep guilt during my Antarctic travels, I made a decision: I deserve the chance to make soft core memories, where my learning journey is marked with kindness and joy. Using insights from trauma‐informed practice, this paper offers insights into my journey to the Arctic Circle using a trauma‐ informed reflection approach I designed for myself called “Two Truthsand a Song.” Operationalizing lessons from trauma‐informed literature—including the concepts of choice, voice, self‐regulation, psychological safety, and developing a positive growth mindset—“Two Truths and a Song” is a self‐guided reflection method that is cost‐effective, resource‐ effective, and memory‐relaxed for adult learners who seek softer learning experiences. Lessons from this trauma‐informed reflection protocol center themes of remembrance, resource, and resilience. The next steps for “Two Truths and a Song” include applying it to additional learning contexts and learners to develop a more robust and responsive method  \n1Doctoral Candidate, Workforce, Adult, and Lifelong Education, Texas A&M University; [sarah.sualehi@tamu.edu](sarah.sualehi@tamu.edu)  \n2025 Pre-Conference Proceedings • Page 131  \nfor all adults hoping to exchange their trauma‐based freeze response for joy on a learning journey.  \nKeywords: adult learners, trauma‐informed practice, reflection method  \nYou gotta make your own kind of music  \nSing your own special song  \nMake your own kind of music  \nEven if nobody else sings along.—Elliot (1969)  \nThe Desire for Soft Memories  \nAfter being confronted with what, at the time, felt like unending grief and deep guilt during my Antarctic travels, I made a decision: I deserved the chance to make soft core memories, where my learning journey is marked with kindness and joy. The education field, and my adult education discipline in particular, often prides itself on delivering dramatic and transformative learning outcomes; nonetheless, there are times when these transformations can be, and are, devastating. For those of us who have lived difficult or traumatic lives, the opportunity to learn in a soft, gentle, and kind way offers a seductive alternative to the tumult","cbCaivofpGKKwvSN","https://ap.wps.com/l/cbCaivofpGKKwvSN","pdf",317760,13,"English","# Abstract\n# The Desire for Soft Memories\n# Crossing the Arctic Circle","[{\"question\":\"What prompted the author to pursue a trauma-informed reflection approach?\",\"answer\":\"The author faced unending grief and deep guilt during Antarctic travels and decided to build learning experiences marked by kindness and joy.\"},{\"question\":\"What is “Two Truths and a Song”?\",\"answer\":\"It is a self-guided reflection method the author designed using trauma-informed practice concepts such as choice, voice, self-regulation, psychological safety, and growth mindset.\"},{\"question\":\"What learning settings does the author plan to apply next?\",\"answer\":\"The author’s next steps include applying the “Two Truths and a Song” method to additional learning contexts and learners to make the approach more robust and responsive.\"}]","The Big Freeze - Trauma Informed Reflection in the Arctic Circle | PDF",1792050411,33]