Wounds Not Easily Healed: Exploring Trauma in Communication Studies

Grey, Stephanie Houston

doi:10.1080/23808985.2007.11679067

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…Such a revealing of the difficult—whether a literal or symbolic exposure of a wound—creates a fissure in the surface routines of school life (those routines, part of the cultural narrative of school, whose familiarity are certainly assumed to be a source of comfort and security for students). As Grey (2007) notes, trauma produces “severe ruptures in social cohesion and threaten[s] the stability of these cultural narratives” (p. 174). Words such as severe ruptures, threat , and instability point to the importance of recognizing that acknowledging challenging experiences in classrooms is far from benign and responses should not be assumed nor can they be predicted.…”

Section: Trauma As Dual Lens On Student Experiencementioning

confidence: 99%

Listening to the Speaking Wound

Dutro¹,

Bien

2014

American Educational Research Journal

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This article discusses theoretical lenses drawn from scholars in the interdisciplinary field of trauma studies to consider students’ positioning in relation to emotional-cognitive, private-public dichotomies that permeate normative notions of what can and should count as successful engagement with school. Specifically, we explicate Caruth’s metaphor of the speaking wound, in conversation with other trauma studies scholarship, to consider the representations of lived experiences carried into classrooms and the consequences of interpreting and representing students’ lives. To provide context for our conceptual argument, we discuss qualitative data of two students’ experiences across a school year. We argue that trauma theory illuminates two overlapping, yet distinguishable, ways trauma can be productively conceptualized in schools and marshaled as a context for analyzing structural inequities: first, to consider the trauma individuals carry into classrooms as a potential source for deepening students’ connections to school; second, to recognize how some students’ positioning within the institution of public schooling in the United States constitutes a trauma that must be heard and proactively addressed. In both conceptualizations, we argue for inserting trauma theory into conversations about the moral and pedagogical imperative to work toward increased equity in schools and classrooms.

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Section: Trauma As Dual Lens On Student Experiencementioning

confidence: 99%

Listening to the Speaking Wound

Dutro¹,

Bien

2014

American Educational Research Journal

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“…Trauma, an embodied sensation, can cohere individual bodies together in a community. Collective identification of trauma creates heightened social bonds and increased intimacy (Grey, 2007). Sharing trauma instills a sense of solidarity among group members that can lead to political engagement.…”

Section: Theorizing Youth Publicsmentioning

confidence: 99%

“Our Pain Makes Us Family”: March For Our Lives and the constitutive role of gun violence trauma in youth publics

Jensen

2023

Communication and the Public

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This essay examines the dynamics of diverse youth public formation through analysis of the 20 student speeches delivered at the 2018 March For Our Lives rally. I argue that the collective identification as youth survivors of gun violence trauma functions to constitute this diverse youth public. I trace how the speakers’ shared gun violence trauma enabled them to form a racially integrated coalition while not discrediting their differently positioned identities and disparate gun violence experiences. In doing so, I forward a conceptualization of how youth publics negotiate gun violence trauma, asserting that youth publics are characterized by both present constraints and a future-oriented agency, members of youth publics must account for tensions across racial differences in their gun violence prevention advocacy, and gun violence trauma functions as a shared basis for political participation. My analysis of the students’ gun violence prevention discourse complicates this framework to reveal how gun violence trauma as a shared basis for youth public membership threatens their source of empowerment: ownership over their futures. Contributing to scholarship on the formation of publics, this essay demonstrates the significance of youth publics at the intersections of race, trauma, and gun violence.

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Pain communication: An agenda for communication researchers

Hintz

2020

Annals of the International Communication Association

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Wounds Not Easily Healed: Exploring Trauma in Communication Studies

Cited by 3 publications

References 13 publications

Listening to the Speaking Wound

Listening to the Speaking Wound

“Our Pain Makes Us Family”: March For Our Lives and the constitutive role of gun violence trauma in youth publics

Pain communication: An agenda for communication researchers

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