Full Description
Gender-based violence is an issue often met with silence, unempathetic discourse, and troublesome visual representation. As educators, mentors, and public facilitators, how can we address this subject in our teaching spaces, curricula, texts, and conversations with greater care and understanding? And, what do we need as resources to cultivate these deeper insights and new roads to increased awareness and dynamic healing?
Building decentered and empowering spaces is vital to addressing gender-based violence. In an educational setting, this must take into consideration instructors', students', and other professionals' own histories of and relationships to traumatic experience. The authors provide a cross-disciplinary dialogue involving spaces ranging from first-year writing programs to international classrooms to public art installation. What holds the conversation together is a collective emphasis on transnational feminist pedagogy and pedagogy of the oppressed while also prioritizing affective discourse. This combination of approaches is used to not only open the conversation itself, but to also pointedly deconstruct standard patriarchal practices found in academia and other institutional settings.
With contributions from scholars and practitioners from a variety of disciplines, cultures and educational backgrounds, Trauma-Informed Pedagogy brings visibility to perpetuated violence and silence through a range of genres, including poetry, syllabi, and critical reflections, offering an invaluable resource for instructors and workshop facilitators interested in approaches that decentralize learning spaces and empowers all participants.
Contents
Section One. Chaotic Spaces, Kairotic Classrooms
Disasterology; Meaghan Ford
Chapter 1. Teaching Trauma: Sexual Violence and the Kairotic Space of the First-Year Writing Classroom; Dr. Kellie Sharp
Chapter 2. What Comes First - The Topic or The Method?: Why Pedagogy Must Take Center Stage; Dr. Candace Skibba
Chapter 3. "Using Rhetorical Analysis and Trauma-Informed Pedagogy to Disrupt the Lie of 'Love the Way You Lie'; Dr. Elizabeth Johnston
Chapter 4. The New Spectators: Facilitating Conversations between Early British Women Writers and Twenty-First Century Studies; Dr. Ann Pleiss Morris
Section Two. Reclaiming & (Re)Presenting: Pleasure, Pain, and Power
What Lives in the Muscle After the Bruise is Gone; Meaghan Ford
Chapter 5. A Pleasure Syllabus; or, Countering Trauma with Pleasure in the Classroom; Dr. Gabrielle Civil
Chapter 6. Filling the Void in Contemporary Women's Art History; Monika Fabijanska and Dineke van der Walt
Chapter 7. Npuinu (ên-pu-i-nu) Corpse; Julia Rose Sutherland
Chapter 8. Trauma-Informed Feminist Practices with Indigenous Artist Julia Rose Sutherland; Jocelyn E. Marshall
Section Three. Affect & Empathy: Stretching Across Bodies and Disciplines, Languages and Nations
My Mother Makes My Rapist a Meatloaf; Meaghan Ford
Chapter 9. Consuming and Producing Trauma Narratives: Multiple Paths to Healing; Dr. Sarita Canon
Chapter 10. Not Letting It Go: Anger, Empathy, and Interdisciplinarity as Trauma-Informed Approach; Jocelyn E. Marshall
Chapter 11. Teaching from the Heart: Trauma and Affective Pedagogies at the Asian University for Women; Dr. Tiffany Cone
