Full Description
How do instructors navigate the tension between facilitating safe spaces for students while also challenging students intellectually in increasingly politicized classroom settings? How can trigger warnings be used to empower and/or support students and facilitate antiracist, queer, anticolonial, and other social justice-oriented pedagogies?
Trigger Warnings: Teaching Through Trauma brings theory and praxis to examine the ideological underpinnings and pedagogy around trigger warnings and trauma, offering multiple heuristics for classroom implementation. The ongoing interest in trigger warnings is partly a result of trigger warnings and trauma becoming more inextricably interwoven in the past few years in the wake of COVID-19, mental health crises, right-wing attacks on educational institutions, climate change, and attempts at political redress and educational equity. Critiques of trigger warnings come from all sides of the political and pedagogical spectra, and even scholars and practitioners who offer a trauma-informed approach to the topic are not unified in their view of the benefits or drawbacks of trigger warnings.
Trigger Warnings: Teaching Through Trauma provides insights through a range of forms: research articles, personal essays, long and short teaching narratives, student perspectives, memoirs, vignettes, autoethnographies, reflections, case studies, manifesto, theory, and history. Not only does this collection create a more varied engagement experience for readers, but, in line with recent scholarship in "counterstory," it also allows for a wider variety of voices to be heard and for the articulation of experiences that might not be well accommodated by traditional scholarly essays.
Contents
Member Institution Acknowledgments
Introduction Ian Barnard, Ryan Ashley Caldwell, Jada Patchigondla, Aneil Rallin, Morgan Read-Davidson, Ethan Trejo, and Kristi M. Wilson Part I: Institutional Contexts
1. Trigger Warnings, Intersections, and Pedagogical Oscillations Kristi M. Wilson 2. What Were Trigger Warnings? New Forms of Knowing and the Use of the Classroom Kelli Fuery 3. painful (hopeful) ruminations Sophia Greco Part II: Pedagogical Practices
4. Composition vs. Creative Writing: A First-Year Instructor's Reflection on the Use of Trigger Warnings in the Classroom Megan Friess 5. Trigger Warnings in the Classroom: An Examination of Student and Faculty Views Rhyan Warmerdam 6. Trigger Warnings, Wokeness, and CRT: Containment Rhetoric and the Straw (Wo)Man Student Wendy Hayden 7. The Case Against Trigger Warnings David J. Morris 8. Now What? When an Entire Course Needs a Content Warning Michele Parker Randall 9. Trigger Warnings and a Pedagogy of Trust Morgan Read-Davidson Part III: Queer/Feminist/Anti-Racist Interventions
10. Trigger Warnings, or an Autoethnography of Trauma and Marked Spaces Ryan Ashley Caldwell 11. How to Give Trigger Warnings that Don't Sustain Global Capitalist White Supremacist Heteronormative Patriarchy and its Yearnings? Aneil Rallin 12. Triggers in Teaching African American Literature Gregory Shafer 13. At the Gates: The Strange Career of the Trigger Warning Walter Lucken IV Part IV: Political Predicaments
14. From Sea to Shining Sea: Trigger Warnings and Rhetorical Decay in California and South Carolina Classrooms Paolena Comouche 15. (Un)Comfortable Subjects: How Trigger Warnings and the Experiences of Military-Affiliated Students Compel Us to Reflect on Agency, Engagement, and Belonging Corrine E. Hinton 16. Rehistoricizing Trigger Warnings amid the Post-9/11 US Security State Kevin C. Moore Part V: Media Engagements
17. "Please Listen with Care": Learning from Podcast Content Warnings Whitney Lew James 18. Spoiler: This May Contain Sensitive Content—Warnings, the Social Media of Books, and Colleen Hoover's It Ends with Us Pauline Menchavez 19. Teaching "Memories That Smell Like Gasoline": Holding Space for Inner Rhetorics Jessica Shumake Afterword: Trigger Warnings, Trauma, and Their "Affects" Anu Aneja Notes on Editors and Contributors
