Trauma-informed pedagogy : addressing gender-based violence in the classroom

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? An...

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Bibliographic Details
Other Authors: Marshall, Jocelyn E., (Editor), Skibba, Candace, (Editor)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2022.
Subjects:
Critical pedagogy.
School violence.
Women > Violence against.
Education > Inclusive Education.
Educational strategies & policy.
elektronické knihy
electronic books
ISBN: 9781800714991
Physical Description: 1 online resource (260 pages)

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Table of contents

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020 |a 9781800714991  |q (e-book) 
040 |a UtOrBLW  |b eng  |e rda  |c UtOrBLW 
080 |a 37.01 
245 0 0 |a Trauma-informed pedagogy :  |b addressing gender-based violence in the classroom /  |c edited by Jocelyn E. Marshall (Brandeis University, USA) and Candace Skibba (Carnegie Mellon University, USA). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2022. 
264 4 |c ©2022 
300 |a 1 online resource (260 pages) 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
504 |a Includes bibliographical references and index. 
505 0 |a 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. 
520 |a 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. 
588 0 |a Print version record. 
650 0 |a Critical pedagogy. 
650 0 |a School violence. 
650 0 |a Women  |x Violence against. 
650 7 |a Education  |x Inclusive Education.  |2 bisacsh 
650 7 |a Educational strategies & policy.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Marshall, Jocelyn E.,  |e editor. 
700 1 |a Skibba, Candace,  |e editor. 
776 0 8 |i Print version:  |z 9781800714984 
776 0 8 |i PDF version:  |z 9781800714977 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/9781800714977  |y Full text 

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