Journal article
More Than Surviving: Secondary Trauma in English Language Arts
English journal, Vol.113(4), pp.37-43
High school edition
03/01/2024
DOI: 10.58680/ej2024113437
Abstract
Chingren-Lockhart and Tanner imagine healthier ways of coming into relationship with the traumatic conditions produced in schools by using methods of storytelling to share and make sense of their experience with trauma in English language arts classrooms. They explore the use of storytelling as a way to make sense of and move with trauma. They argue that storytelling can help teachers and students confront and process trauma, and suggest that ELA teachers can create pedagogical spaces that normalize encounters with trauma. They emphasize the importance of establishing a nonjudgmental stance and allowing students to have power and control in narrating their experiences. They highlight their personal experiences with trauma, call for trauma literacy in ELA classrooms, and the potential of storytelling.
Details
- Title: Subtitle
- More Than Surviving: Secondary Trauma in English Language Arts
- Creators
- Kelsey Chingren-LockhartSamuel Tanner
- Resource Type
- Journal article
- Publication Details
- English journal, Vol.113(4), pp.37-43
- Edition
- High school edition
- Publisher
- National Council of Teachers of English
- DOI
- 10.58680/ej2024113437
- ISSN
- 0013-8274
- eISSN
- 2161-8895
- Language
- English
- Date published
- 03/01/2024
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984583617702771
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