Wounds and writing : building trauma-informed approaches to writing pedagogy.

trauma;pedagogy;writing;distress;students;resilience

Michelle L. Day

University:University of Louisville

Department:English

关键词: trauma;    pedagogy;    writing;    distress;    students;    resilience;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=4396&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

This dissertation builds a trauma-informed approach to writing pedagogy informed by writing studies scholarship about trauma and inclusive pedagogy, clinical social work literature on trauma-informed care, and interviews with nine current University of Louisville writing faculty about their experiences academically supporting distressed students. I identify three central touchstones—“students are coddled,” “teacher’s aren’t therapists,” and “institutions don’t support trauma-informed teaching”—in scholarly and public debates regarding what to do about student trauma/distress in higher education. After exploring the valid concerns and misconceptions underpinning these touchstones, I illustrate how clinical research offers a way forward to help writing instructors develop more complex understandings of and responses to trauma’s impact on their classrooms. I conclude by describing six criteria that define Trauma-Informed Writing Pedagogy (TIWP), an approach to writing instruction that faculty and administrators can adapt to their own teaching styles and contexts. Appendix 2 describes TIWP in detail, offering suggestions, resources, and other materials. This instructional approach has important implications for fostering inclusive pedagogies and responding to mental health crises across college campuses.