LibGuides: TRA-7200: Linking Theory and Practice to Design Trauma-Sensitive Environments: Lesson 5 Resources

Lesson 5 Resources

From Me to We: Embracing Coperformative Witnessing and Critical Love in the Classroom
Calafell, B. M., & Chuang, A. K. (2018). From me to we: embracing coperformative witnessing and critical love in the classroom. Communication Education, 67(1), 109–114. https://doi.org/10.1080/03634523.2017.1388529

Writing Wounded: Trauma, Testimony, and Critical Witness in Literacy Classroom
Dutro, E. (2011). Writing wounded: Trauma, testimony, and critical witness in literacy classroom. English Education, 43(2), 193-211.

Trauma Informed Pedagogy: Teaching in the Time of COVID-19
John Hopkins University (March 13, 2021). Trauma informed pedagogy: Teaching in the time of COVID-19. Peabody Institute.

Challenging, Rewarding Emotion Work: Critical Witnessing in an After-School Book Club
Thein, A. H. & Schmidt, R. R. (May, 2017). Challenging, rewarding emotion work: Critical witnessing in an after-school book club. Language Arts, 24(5), 313-325

Optional Resources
Trauma and Literary Theory
Berger, J. (1997). Trauma and literary theory. Contemporary Literature, 38(3), 569-582. https://doi.org/10.2307/1208980

From Me To We: Embracing Coperformative Witnessing and Critical Love in the Classroom
Calafell, B. M., & Chuang, A. K. (2018). From me to we: embracing coperformative witnessing and critical love in the classroom. Communication Education, 67(1), 109–114. https://doi.org/10.1080/03634523.2017.1388529

Toward a Pedagogy of the Incomprehensible: Trauma and The Imperative of Critical Witness in Literacy Classrooms
Dutro, E. (2013). Toward a pedagogy of the incomprehensible: Trauma and the imperative of critical witness in literacy classrooms. Pedagogies: An International Journal, 8(4), 301-315.

Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools
Duro, E. & Bien, . C. (2014). Listening to the speaking wound: A trauma studies perspective on student positioning in schools. American Educational Research Journal, 51(1), 7-25. https://doi.org/10.3102/0002831213503181

Teaching to Transgress: Education as the Practice of Freedom
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Trauma Narratives and Nomos in Teacher Education
Jones, S. (2012). Trauma narratives and nomos in teacher education. Teaching Education, 23(2), 131-152. https://doi.org/10.1080/10476210.2011.625087

Pedagogies of Being with: Witnessing, “Testimonio,” and Critical Love in Everyday Social Movement
Villenas, S. A. (2019). Pedagogies of being with: Witnessing, “testimonio,” and critical love in everyday social movement. International Journal of Qualitative Studies in Education (QSE), 32(2), 151–166.http://dx.doi.org/10.1080/09518398.2018.1533148

From Me to We: Embracing Coperformative Witnessing and Critical Love in the Classroom
Calafell, B. M., & Chuang, A. K. (2018). From me to we: embracing coperformative witnessing and critical love in the classroom. Communication Education, 67(1), 109–114. https://doi.org/10.1080/03634523.2017.1388529
Writing Wounded: Trauma, Testimony, and Critical Witness in Literacy Classroom
Dutro, E. (2011). Writing wounded: Trauma, testimony, and critical witness in literacy classroom. English Education, 43(2), 193-211.
Trauma Informed Pedagogy: Teaching in the Time of COVID-19
John Hopkins University (March 13, 2021). Trauma informed pedagogy: Teaching in the time of COVID-19. Peabody Institute.
Challenging, Rewarding Emotion Work: Critical Witnessing in an After-School Book Club
Thein, A. H. & Schmidt, R. R. (May, 2017). Challenging, rewarding emotion work: Critical witnessing in an after-school book club. Language Arts, 24(5), 313-325

Optional Resources

Trauma and Literary Theory
Berger, J. (1997). Trauma and literary theory. Contemporary Literature, 38(3), 569-582. https://doi.org/10.2307/1208980
From Me To We: Embracing Coperformative Witnessing and Critical Love in the Classroom
Calafell, B. M., & Chuang, A. K. (2018). From me to we: embracing coperformative witnessing and critical love in the classroom. Communication Education, 67(1), 109–114. https://doi.org/10.1080/03634523.2017.1388529
Toward a Pedagogy of the Incomprehensible: Trauma and The Imperative of Critical Witness in Literacy Classrooms
Dutro, E. (2013). Toward a pedagogy of the incomprehensible: Trauma and the imperative of critical witness in literacy classrooms. Pedagogies: An International Journal, 8(4), 301-315.
Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools
Duro, E. & Bien, . C. (2014). Listening to the speaking wound: A trauma studies perspective on student positioning in schools. American Educational Research Journal, 51(1), 7-25. https://doi.org/10.3102/0002831213503181
Teaching to Transgress: Education as the Practice of Freedom
Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Trauma Narratives and Nomos in Teacher Education
Jones, S. (2012). Trauma narratives and nomos in teacher education. Teaching Education, 23(2), 131-152. https://doi.org/10.1080/10476210.2011.625087
Pedagogies of Being with: Witnessing, “Testimonio,” and Critical Love in Everyday Social Movement
Villenas, S. A. (2019). Pedagogies of being with: Witnessing, “testimonio,” and critical love in everyday social movement. International Journal of Qualitative Studies in Education (QSE), 32(2), 151–166.http://dx.doi.org/10.1080/09518398.2018.1533148