Towards a pedagogy of the incomprehensible: trauma and the imperative of critical witness in literacy classrooms

Dutro, Elizabeth

doi:10.1080/1554480x.2013.829280

Cited by 40 publications

(48 citation statements)

References 18 publications

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“…Recent research has noted how a relational presence in the classroom is needed to critically address the depth of embodied emotion and learning during literacy learning (Blackburn & Schey, 2018;Dutro, 2013;Jones & Spector, 2017). Attention to the relational and affective forces and flows of planning and teaching can reorient teachers and teaching toward an ethical interdependence with the contemporary, historical, political, moral, human, and ecological events unfolding in classroom life and the world as a part of literacy instruction and learning.…”

Section: Relevant Literature: Teaching As Improvisationmentioning

confidence: 99%

Improvisational Teaching as Being With: Cultivating a Relational Presence Toward Justice‐Oriented Literacies

Zapata¹,

Horn²,

Moss³

et al. 2019

J Adolescent & Adult Lit

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Section: Relevant Literature: Teaching As Improvisationmentioning

confidence: 99%

Improvisational Teaching as Being With: Cultivating a Relational Presence Toward Justice‐Oriented Literacies

Zapata¹,

Horn²,

Moss³

et al. 2019

J Adolescent & Adult Lit

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“…It is important to note that Becky made careful efforts to not judge Devonte and to instead serve as a critical witness (Dutro, 2013) receiving and holding his stories with gentle care. This approach to listening resonated with Devonte who expressed both his willingness and his desire to divulge details of his painful memories during their conversations, creating a space for him to use literacy as a way to speak up about ways he knows about life.…”

Section: Participantsmentioning

confidence: 99%

Black Male Students Negotiate Ways of Knowing Themselves During Digital Storytelling

Beucher¹,

Seglem²

2019

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We explore how valuing Black male students’ literacies within academic contexts during multimodal writing can position students’ ways of knowing at the center of their learning. This centering requires a repositioning of students’ cultural literacies at the core of instruction. Using multiliteracies and Critical Discourse Analysis frameworks, we analyze and share excerpts from conversations with three Black adolescent high school seniors as they composed and reflected upon authoring digital autobiographies for an assignment in their Black Literature class. These reflections illuminate how the students drew on culturally salient texts to share elements of themselves with their peer and teacher audience.

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“…Sometimes there are simply no words to describe the experiences. In addition, fear of reexperiencing the horror can block memories (Caruth, 1996;Dutro, 2013). Being drawn to this trauma community and vicariously experiencing the trauma, I also fell into a world of silence.…”

Section: Being Supported By Insiders In the Trauma Communitymentioning

confidence: 99%

“…In designing a new course, education faculty should collaborate with scholars in other disciplines that deal with this issue in research and practice, such as social work, psychology, and counseling. Learning about trauma benefits education researchers because their potential participants, students, often are dealing with trauma-related issues, such as violence, discrimination, and loss in educational settings (Dutro, 2013;Miyazawa, 2017).…”

Section: Researchers As Co-witnesses To Traumatic Eventsmentioning

confidence: 99%

Becoming an Insider and an Outsider in Post-Disaster Fukushima

Miyazawa

2018

Harvard Educational Review

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In this essay, Karou Miyazawa reflects on how she was both insider and outsider during her fieldwork in Fukushima, Japan, between 2013 and 2016, after the 2011 earthquake, tsunami, and nuclear power plant explosion devastated the region. During her time in Fukushima, Miyazawa experienced the emotions of community members as well as her own, which were rooted in specific individual and collective memories. While her nostalgic memories of home pulled her inside the community, community members' anger and skepticism toward researchers, which stemmed from memories of the wartime atomic bombings, pushed her outside the community. Based on this experience, Miyazawa has reconceptualized agency as one's ability to be susceptible to various emotions that circulate in the community and to move toward and/ or away from insider and outsider positions. This new approach allows researchers to recognize the agency of their participants, form dialogic relationships with them, and collaboratively give testimonies over the long term. Miyazawa contends that such relationships will contribute to the decolonization of research.

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Towards a pedagogy of the incomprehensible: trauma and the imperative of critical witness in literacy classrooms

Cited by 40 publications

References 18 publications

Improvisational Teaching as Being With: Cultivating a Relational Presence Toward Justice‐Oriented Literacies

Improvisational Teaching as Being With: Cultivating a Relational Presence Toward Justice‐Oriented Literacies

Black Male Students Negotiate Ways of Knowing Themselves During Digital Storytelling

Becoming an Insider and an Outsider in Post-Disaster Fukushima

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