Abstract

This article explores relations among trauma, writing, and healing while connecting writing pedagogy and literary studies to insist that courses move past product-focused pedagogies and student experiences alone. Merging theory with praxis, this article underscores the roles and experiences of all course participants, highlights stories of trauma as catalysts for transformation, and outlines a “wounded healer pedagogy”—a pedagogical approach contingent upon interconnectedness, driven by writing purposes, and linked to individual and communal healing processes.

Journal
Pedagogy
Published
2014-01-01
DOI
10.1215/15314200-2348911
Open Access
Closed
Topics

Citation Context

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Cites in this index (2)

  1. College English
  2. College English
Also cites 6 works outside this index ↓
  1. Unclaimed Experience: Trauma, Narrative, and History
  2. The Limits of Autobiography: Trauma and Testimony
  3. Toward a Theory of Anti-oppressive Education
    Review of Educational Research  
  4. Trauma: A Genealogy
  5. Happiness and Education
  6. Do Witness: Don’t: A Women’s Word and Trauma as Pedagogy
    Topia  
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