Description
Book SynopsisTo generate opportunities for transformative learning, educators must create learning environments that help students feel safe and encourage them to grapple with potentially difficult material. The trigger warning, a brief statement information students of potential distressing or re-traumatizing content, has been offered as a way to do just that, but this practice is neither as effective nor as equitable as it may seem. Intentionally or indirectly, the trigger warning limits the extent to which students are encouraged to engage in transformative critical conversations and reinforces the culture of silence that prevails in many educational spaces. Emerging as a response to trauma amid an educational environment that professes student-responsiveness and celebrates diversity yet perpetuates the marginalization of many of the bodies in the classroom, the trigger warning is not the problem but it is not the solution either. What does this mean for the faculty members teaching this new ge
Table of ContentsAcknowledgments Introduction: Trigger Warning as Apologia Chapter 1: Racism, Antiracism, and Education: Classroom Spaces as Microcosms Chapter 2: The Rise of the Trigger Warning Chapter 3: Speaking Truth to Trauma: Schooling and Suffering in the United States Chapter 4: Academic Discourse and the Inequity of the Politeness Protocol Chapter 5: Coping in the Classroom: Emotions and Education Chapter 6: Reading Lives, Writing Lives: Languaging and Counternarrating Trauma Chapter 7: Career Considerations: Managing Challenges to Emotional Health and Academic Freedom Bibliography Index About the Author
