Safe Space(s), Content (Trigger) Warnings, and Being 'Care-ful' with Trauma Literature Pedagogy and Rape Culture in Secondary English Teacher Education

Autor/in	Moore, Amber
Titel	Safe Space(s), Content (Trigger) Warnings, and Being 'Care-ful' with Trauma Literature Pedagogy and Rape Culture in Secondary English Teacher Education
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 1, S.78-88 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2021.2006053
Schlagwörter	Trauma; Literature; Rape; Secondary School Teachers; English Teachers; Feminism; Preservice Teachers; Foreign Countries; Preservice Teacher Education; School Safety; Educational Environment; Sexual Abuse; Prevention; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Literatur; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Feminismus; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of 'safety' in schools altogether, searched for ways to cultivate 'safe-er' classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke's Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01