Representing Trauma and Collectivizing Emotions

Hutchison, Emma

doi:10.1017/cbo9781316154670.006

Cited by 5 publications

(11 citation statements)

References 78 publications

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“…In relation to the focus of this paper, what is particularly problematic about representations of trauma that are informed by SEL is that such accounts fail to take into consideration the complexities of embodiment and materiality; more importantly, perhaps, such accounts undermine the political potentials of affects and emotions. As Hutchison (2016) points out, no matter how seemingly “personal” trauma representations may feel, they are integral to the construction of a political community, because individuals are always already embedded in social and political settings. Representational practices that are used in classrooms to heal traumas (e.g.…”

Section: The Representation Of Trauma In Classrooms and Its Risksmentioning

confidence: 99%

“…through reading and writing activities that process traumatic experiences as a potential source for healing traumatic wound. On the other hand, there are what Hutchison (2016) calls jerky “acting-out” responses, that is, immature ways that fail to process trauma therapeutically or ways that may be inappropriate and even dangerous for those who suffer from the damage of trauma. However, this juxtaposition raises a number of questions such as: Who determines the line between “productive” or “unproductive” practices of traumatic representation in classrooms?…”

Section: The Representation Of Trauma In Classrooms and Its Risksmentioning

confidence: 99%

“…As mentioned earlier, one of the underlying assumptions of “working through” traumatic experiences in classrooms is that exposure to representations of trauma involve some kind of therapeutic potential, because traumatic events are made collectively meaningful (cf. Hutchison, 2016). Yet, by assuming that traumatic events become collectively meaningful and therapeutic, if they are mediated by representations—e.g.…”

Section: Classrooms As Affective Communities: the Political Potentialmentioning

confidence: 99%

“…In general, representations refer to linguistic and non-linguistic ways that are used or developed in classrooms to share, interpret, and process traumatic experiences—such as text, photographs, film, and other mediums of expression. In a recent book that seeks to investigate how emotions structure the formation of communities during traumatic events, Hutchison (2016) argues that representations of trauma are fundamental practices that construct affective communities through the incitement of common affects and emotions.…”

Section: Introductionmentioning

confidence: 99%

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Emotions, affects, and trauma in classrooms: Moving beyond the representational genre

Zembylas

2019

Research in Education

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The purpose of this paper is to draw together and engage some of the most prominent themes throughout the literature on emotions, affects, and trauma in classrooms: the representation of trauma in classrooms and its risks; the body as a part of traumatic experience and how it may be engaged pedagogically; and the un/making of affective communities as pedagogical spaces that can be transformative. It is argued that the prevalent representational account of trauma in classrooms imposes certain constraints that frame the pedagogical work that may be conducted. New theoretical and research developments in the affective turn about the implications of emotions, affects, and trauma for the body and politics, pose serious challenges to the representational genre. It is suggested that reparative pedagogies grounded in new theoretical perspectives may invoke critical reflection and transformative action in ways that expose and reframe the affective infrastructures of exclusion, inequality, and injustice.

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Section: The Representation Of Trauma In Classrooms and Its Risksmentioning

confidence: 99%

Section: The Representation Of Trauma In Classrooms and Its Risksmentioning

confidence: 99%

Section: Classrooms As Affective Communities: the Political Potentialmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Emotions, affects, and trauma in classrooms: Moving beyond the representational genre

Zembylas

2019

Research in Education

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“…As Bruzzi (2015: 90) notes, it is hard, even impossible ‘ not to feel and relive the emotions and pain of a past trauma if what we are watching is a re-enactment, for as an event is being re-enacted, it appears to us as if in the present, as if incomplete and ongoing’ (emphasis in original). The repetition and circulation of archival footage in TV news is at least an invitation for the creation of a ‘chosen trauma’ (Volkan, 1998), in its attempt to reproduce a sense of national community by ‘perpetuating traumatic emotions’ (Hutchison, 2016: 268).…”

Section: Images In Transitional Justicementioning

confidence: 99%

Re-enacting the past in TV news on war crime trials: A method for analysis of visual narratives in archival footage

Ristić

2019

Media, War & Conflict

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This article provides a method for the analysis of the visual narratives present in the archival footage in programs of TV news, based on an analysis of TV news on war crime trials transmitted by Serbian TV stations. The archival footage in TV news presents specific claims as to an understanding of the trials, as it is assumed to present the ‘reality’ of war, re-enacting the past and eliciting viewers’ emotions. The author argues that the visual narratives emerging from the selection and editing of archival footage create specific meanings of the past, and provide a method for their analysis, applying social semiotic multimodal analysis and drawing on structural narrative analysis. The patterning of the visual narratives in the archival footage contributes to the creation of an artificial memory of war, signaling a particular version of the past within the preferred meaning of a TV news channel. The main advantage of this method is that it enables a systematic analysis of visual narratives in the archival footage, revealing the ideological work of sign-makers embedded in the visual structure.

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The uses and abuses of victimhood nationalism in international politics

Lerner

2019

European Journal of International Relations

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Contemporary populist movements have inspired political pundits in various contexts to opine on the resurgence of victimhood culture, in which groups demonstrate heightened sensitivity to slights and attempt to evoke sympathy from third parties to their conflicts. Although reference to victimhood’s politics oftentimes surfaces examples of egregious microaggressions, when victimhood claims are scaled up to the realm of nationalisms, oftentimes so too are their consequences. Current literature on victimhood in international politics, though, lacks a unifying theorisation suitable for the comparative analysis of victimhood nationalisms as important identities in the international arena. This gap prevents scholarship from investigating how the severity of perceived or real suffering relates to the formation of victimhood, as well as how victimhood nationalisms legitimize the projection of grievances onto third parties, potentially sowing new conflicts. This article theorises victimhood nationalism as a powerful identity narrative with two key constitutive elements. First, drawing on the narrative identity approach, it outlines how victimhood nationalisms are constructed via narrations of perceived or real collective trauma. Second, it argues that victimhood nationalist narratives, unlike other narratives of collective trauma, break down the idealized victim–perpetrator relationship and project grievances onto otherwise uninvolved international actors, including other nation-states. The article concludes by offering comparative case studies of Slobodan Milošević’s and David Ben-Gurion’s respective invocations of victimhood nationalism to illustrate the empirical applicability of this theorization, as well as victimhood nationalism’s importance in international politics across time and space.

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Representing Trauma and Collectivizing Emotions

Cited by 5 publications

References 78 publications

Emotions, affects, and trauma in classrooms: Moving beyond the representational genre

Emotions, affects, and trauma in classrooms: Moving beyond the representational genre

Re-enacting the past in TV news on war crime trials: A method for analysis of visual narratives in archival footage

The uses and abuses of victimhood nationalism in international politics

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