Index
ISBN: 978-1-80071-498-4, eISBN: 978-1-80071-497-7
Publication date: 19 July 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Marshall, J.E. and Skibba, C. (Ed.) Trauma-Informed Pedagogy, Emerald Publishing Limited, Leeds, pp. 189-194. https://doi.org/10.1108/978-1-80071-497-720221017
Publisher
:Emerald Publishing Limited
Copyright © 2022 by Emerald Publishing Limited
INDEX
A Present for the Ladies (Haywood)
, 71–72
Abuser, evaluating story told by
, 50–53
Access Hollywood
, 47
Accessibility Resources
, 15
Accommodations, radical
, 25–27
Accountability
, 166–167
Advocating support resources
, 96
Affect
, 177
engaging with
, 176–177
Affective pedagogies
, 174, 176–177, 180, 182
Affective practice
, 176–177
Agency
, 44
American Life Writing
, 139–140, 144
American Psycho
, 50
Americans with Disabilities Act
, 26–27
Ana Mendieta
, 105
Angela Y. Davis
, 2, 186–187
Anger as tool for cultivating empathy
, 160–165
Angry measures
, 158–160
Anthology
, 5
Anthropology of Mental Health
, 181–182
Anxious times
, 158–160
“Apatte’mat”
, 118, 132–133
Art/Artist/Artistic Practice
, 126–127
on rape
, 102
Articulations
, 165–166
Asian University for Women (AUW)
, 173–174, 176
Assaults
, 18
Audre Lorde
, 158–159
“Authentic education model”
, 162–163
Authorship
, 13–14
Bangladesh
AUW in
, 175
RMG in
, 175
“Banking system” model
, 167
Beauty and the Beast
, 51, 56
BIPOC
people
, 117, 129–130
women
, 141–142
Black feminism
, 92
Black feminist
, 89–91
Black lesbian
, 146
Broader conversations
, 152–153
Building agency
, 37
CalArts
, 93
#CancelCulture Gen Zers
, 42
Care model
, 142
Clarissa
, 56
Class
, 1
Classroom
, 143–144
community of caring in
, 142
creating classroom community
, 139–141
Collaboration/Collaborative /Collective
, 6, 23
approach
, 114
work
, 4, 6
College Preparation
, 74
Colonial appetites
, 117
Colonialism/colonial
, 186–187
Colonization
, 126–127
Color of Violence Conference
, 186–187
Community
care
, 95, 117
of caring in classroom
, 142
Conscience
, 52
Consciousness-raising
, 141–142
Contemporary art
, 101, 105, 108
Conversation
broader
, 152–153
fails
, 76–78
in students’ words
, 74–76
Coronavirus pandemic
, 1
Creative classroom work
, 66
Crip pride
, 27
Critical pedagogies
, 43–44
Critical pedagogy
, 162–163
Critical Studies course
, 91
Critical thinking
, 35, 175–176
Critical trauma theory
, 14
Curriculum/curricula/curriculum studies
, 34, 151, 175–176
design
, 43–44
Cut Piece (1964)
, 111
Disability
, 27
studies
, 14–19
theory
, 14
and trauma
, 15
Disabled women
, 141–142
Disasterology
, 2–3, 11–12
Domestic violence
, 56
Education
, 37
Effective community-building tool
, 142
El Paraiso
, 92
Eli Clare
, 144, 147–148
Eliza Haywood
, 66–70
Eminem
, 42
“Cancel Eminem” TikTok
, 42
Emotion/intellect
, 32
Emotional intelligence
, 37–38
Empathy
, 33–34, 163–164
anger as tool for cultivating
, 160–165
Erotic
, 153
Ethical research
, 13–14
Ethical sex based on informed consent
, 3, 13–14
Ethnic minorities
, 144
Exile and Pride: Disability, Queerness, and Liberation
, 147–148
Experience learning
, 13–14
Family
, 107, 181–182
women in
, 126–127
Fantomina (Haywood)
, 66–70
Female spectator
, 73–74
Feminicidios
, 108
“Feminine”
, 69
Feminism/intersectional feminism/everyday feminism
, 125–126
Feminist art
, 106
Feminist pedagogy
, 140–142
Feminist Teacher
, 45
Feminist-informed practice
, 126–127
Fetishization
, 117
Fiction
, 66
Formal classroom settings
, 185
Fun Home: A Family Tragicomic
, 144
Gen Z’ers
, 3
Gender
, 89–90, 148, 162
Gender-based violence
, 1–4, 23, 33, 100, 149
Gendered oppression
, 140
Genocide
, 129–130
Gimme Shelter (song)
, 137
Gratitude
, 142
Harriet Jacobs
, 144
Healing
, 140
Health
, 148
Higher education (HE)
, 174
History
, 127
Identity
, 32
Immigrants
, 144
Incidents in the Life of a Slave Girl (Jacobs)
, 144–145
Indigenous feminism
, 117
Indigenous feminists
, 126–127
Indigenous Visual Culture Studies Program
, 134
Informed consent
, 13–14
Installation of sugar-casted ambered bodies
, 117
Interdisciplinarity as trauma-informed approach
, 165–169
Interdisciplinary/intermedia
, 18–19
Interpellate ideology
, 56
Interview
, 2
Intimate partner violence
, 1
Jennifer’s Body (film)
, 54–55
Kairos/Kairotic Space (s)
, 27
of classroom
, 25
and taking care
, 22–24
Kara Walker
, 114
Labels
, 101
Land back
, 128–129
Leadership
, 166–167
Learning/well-being
, 32
Letter Addressed to Misunderstanding, A
, 75
LGBTQ people
, 144
Life writing
personal narrative assignments
, 149–152
teaching
, 140, 144, 149
Lolita
, 50
Lorde, Audre
, 144
Love in Excess (Haywood)
, 70
“Love the Way You Lie, Part 2” (song)
, 42, 45, 56
“Love the Way You Lie” (song)
, 42
evaluating story told by abuser
, 50–53
evaluating victim’s story
, 53–54
semiotic analysis of
, 46–49
value of analyzing rhetorical discourse of
, 50–54
Machismo
, 108
Marginalization
, 141–142
Marginalized groups
, 144, 149
Medical experts
, 14
Memory
, 11–12
Mental health crises
, 18
Mentorship
, 185
#MeToo movement
, 34, 44–46, 103, 112–113, 140, 145–146
Mickey Mouse Monopoly
, 56
Microcommunications
, 22
Missing and murdered indigenous women
, 126–127
Modality in Motion
, 22–23
Modeling vulnerability
, 37–38
Modern American Novel
, 143–144
Money
, 37
Murder
, 43
Museum of Modern Art
, 111
Narrative of the Life of Frederick Douglass
, 144
Narrative strategies
, 51
Northeast Modern Language Association (NeMLA)
, 170
Npuinu
, 129–130
Npuinu/Corpse
, 124
Bodies in conflict exhibition
, 118–124
installation of sugar-casted ambered bodies
, 117
Objectification
, 162–163
On Immunity: An Inoculation (Biss)
, 166
Patriarchy
, 126–127
Paulo Freire
, 2, 162–163
Pedagogical framework
, 141–144
Pedagogy
in action
, 35–36
building agency
, 37
creating own trauma-informed pedagogy
, 38–40
modeling vulnerability and emotional intelligence
, 37–38
trauma-informed pedagogical ethos
, 31
trauma-informed pedagogy
, 32–35
People with disabilities
, 144
Periodicals
, 66
Personal narrative assignments
, 149–152
Plays
, 66
Pleasure
activism
, 94–95
El Paraiso
, 92
introduction to critical studies
, 92–93
letter
, 96
syllabus
, 93–95
writing assignment
, 96
Poem
, 89–90
Poetry
, 2, 66
Political treatises
, 66
Politics, Philosophy and Economics (PPE)
, 175
Poor women
, 141–142
Post-traumatic stress disorder (PTSD)
, 15
Power relations
, 25
Precision
, 100–101
Prioritizing agency
, 166–167
Public disclosure
, 153
Queer women
, 141–142
Queering
, 160–161
Queerness
, 1
Race
, 1
Racial minorities
, 144
Racy romance novellas
, 66
Radical accommodations
, 25–27
Radical power of reclaiming
, 44–46
Rape, Abuse & Incest National Network (RAINN)
, 91–93
RAPE (1968)
, 111
Rape culture
, 23, 70
and consent
, 94
Readymade garment (RMG)
, 175
Recovery album (Eminem)
, 42
Representing Rape
, 53
Resistance
, 5, 37–38, 47–48
Retraumatization
, 18, 21
Rhetorical analysis
defining trauma-informed and critical pedagogies
, 43–44
semiotic analysis of “Love the Way You Lie”
, 46–49
trauma narratives and radical power of reclaiming one’s story
, 44–46
value of analyzing rhetorical discourse of “Love the Way You Lie”
, 50–54
visual analysis of story
, 54–56
Rihanna
, 3, 42, 46–47
“Safe space”
, 25–26, 141, 186
“Scriptotherapy”
, 141
Second Wave Feminism
, 141–142
Self-consciousness
, 52
Self-revelation
, 160–161
Semiotic analysis of “Love the Way You Lie”
, 46–49
Settler population
, 128–129
Sex work
, 117
Sexual abuse
, 100
Sexual assault
, 23, 91, 93, 147
Sexual violence
, 14, 23, 91, 93
teaching about sexual violence in first-year writing
, 19–21
in the first-year writing classroom
, 27
Sexuality
, 148
Social workers
, 14
Space
, 4
Spectators
bringing Haywood’s The Female Spectator to conversation
, 70–73
conversation continues
, 78–79
conversation fails
, 76–78
conversation in students’ words
, 74–76
designing conversation
, 65–66
female spectator
, 73–74
Haywood
, 66–70
Stereotyping of feminist art
, 106
Storytelling
, 127, 149
“Student-centered teaching”
, 181
Sugar-casted ambered bodies
, 117
Super-ego
, 52
Survivor’s testimony
, 49
Teaching /well-being
, 32
Teaching assistants (TAs)
, 93–95
Teaching life writing
, 140, 144, 149
personal narrative assignments
, 149–152
Teaching trauma
Kairotic space and taking care
, 22–24
radical accommodations
, 25–27
teaching about sexual violence in first-year writing
, 19–21
trauma-informed pedagogy, disability studies, and trauma theory
, 14–19
“Tell-Tale Heart”
, 50
The Female Spectator to conversation
, 70–73
The Spectator (Steele)
, 71
The Story of My Life (Keller)
, 148
The Tea-Table (Haywood)
, 71–72
Third Wave Feminism
, 141–142
TikTok
, 42
“Tone Deaf”
, 42–43, 56
“Top down” authorities
, 14
Toxic-masculinity
, 33
Traditional classroom modes
, 66
Trans women
, 141–142
Trauma-informed/trauma-informed pedagogy
, 2, 4–6, 14, 19, 31–32, 35, 43–44, 174
anger as tool for cultivating empathy
, 160–165
anxious times, angry measures
, 158–160
“Apatte’mat”
, 132–133
basic and radical progress and change
, 169–170
care
, 6
creating own
, 38–40
feminism
, 125–126
feminist practices
, 133
feminist-informed practice
, 126–127
interdisciplinarity as
, 165–169
interview
, 125
Npuinu
, 129–130
work
, 6
Trauma/traumatic experience
, 1–2, 11, 32, 91, 140, 146–147, 174
affect
, 174, 180
audience role in
, 139–140
AUW
, 173–174, 176
broader conversations
, 152–153
“caught up” in
, 177–180
creating classroom community
, 139–140
engaging with affect
, 176–177
narratives
, 4, 44, 46
pedagogical framework
, 141–144
teaching life writing
, 144, 149, 152
theory
, 14–19
“trauma” and trauma-informed
, 174
Un-Heroic Act
, 100–104, 109, 112–113
Un-Heroic Act: Representations of Rape in Contemporary Women’s Art
, 100
US Liberal Arts model of education
, 175–176
Vagina Monologuesm, The (Ensler)
, 179–180
Value of analyzing rhetorical discourse of “Love the Way You Lie”
, 50–54
Victimization
, 145–146
Victims
, 44–45
story evaluation
, 53–54
Violence
, 2, 89–90
Visual analysis of story
, 54–56
Visual languages
, 104
Voices
, 165–166
Vulnerability
, 160–161
Vulnerability in Resistance (Butler)
, 186
“What echoes in the muscle after the bruise is gone”
, 85
Whitney Museum of Art
, 112
Womanhood
, 148
Women
, 144
BIPOC
, 141–142
disabled
, 141–142
in Family
, 126–127
Women’s Art History
afterthoughts
, 114
interview
, 100
Un-Heroic Act
, 100–104, 109, 112–113
Women’s March (2017)
, 64
Women’s Studies
, 185–186
Working-class people
, 144
World Health Organization
, 1
Writers
, 65
Writing/writing pedagogy/first-year writing
, 20
assignment
, 96
sexual violence in the first-year writing classroom
, 27
teaching about sexual violence in
, 19–21
teaching life
, 144, 149, 152
Teaching life
, 140
YouTube
, 51
Zami: A New Spelling of My Name
, 146
Zoom app
, 22, 98, 181
- Prelims
- Introduction
- Section 1 Chaotic Spaces, Kairotic Classrooms
- “Disasterology”
- Chapter 1 Teaching Trauma: Sexual Violence and the Kairotic Space of the First-Year Writing Classroom
- Chapter 2 What Comes First – The Topic or the Method?: Why Pedagogy Must Take Center Stage
- Chapter 3 Using Rhetorical Analysis and Trauma-Informed Pedagogy to Disrupt the Lie of “Love the Way You Lie”
- Chapter 4 The New Spectators: Facilitating Conversations Between Early British Women Writers and Twenty-First-Century Students
- Section 2 Reclaiming and (Re)Presenting: Pleasure, Pain, and Power
- “What Lives in the Muscle After the Bruise is Gone”
- Chapter 5 A Pleasure Syllabus (or Countering Trauma with Pleasure in the Classroom)
- Chapter 6 Filling the Void in Contemporary Women's Art History: An Interview with Monika Fabijanska, the Curator of The Un-Heroic Act
- Chapter 7 Npuinu (ên·pu·i·nu)/Corpse
- Chapter 8 Trauma-Informed Feminist Practices with Indigenous Artist Julia Rose Sutherland
- Section 3 Affect and Empathy: Stretching Across Bodies and Disciplines, Languages and Nations
- “My Mother Makes My Rapist a Meatloaf”
- Chapter 9 Consuming and Producing Trauma Narratives: Multiple Paths to Healing
- Chapter 10 Not Letting It Go: Anger, Empathy, and Interdisciplinarity as Trauma-Informed Approach
- Chapter 11 Teaching from the Heart: Trauma Affect and Affective Pedagogies
- Conclusion
- Index