‘That's why I was crying on this book’: Trauma as Testimony in Responses to Literature

Dutro, Elizabeth

doi:10.1080/13586840802493076

Cited by 44 publications

(51 citation statements)

References 13 publications

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“…Studies of trauma have also been related to historical incidents affecting large groups of people such as African Americans during the institution of slavery, Jewish victims of the Holocaust, residents of New Orleans during Hurricane Katina (Bedford & Brenner, 2010), and American citizens who experienced the events and aftermath of September 11 (Eng & Kazanjian, 2003;Whitehead, 2004). Additionally, studies of trauma also touch upon personal experiences with the loss of family members (Dutro, 2008), poverty (Sitler, 2008), sexual violation, and various forms of abuse (Fox, 1996;Pickering & Keightley, 2009). Personal narratives about these and other sensitive topics allow the storyteller to construct the ways these events tell about individuals' lives (Bruner, 2004).…”

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

“…For example, Dutro's (2008) work highlighted four African American fifth-grade girls' traumatic experiences as "testimony and witness" as shared in their responses to literature during their book club discussions. Dutro (2008) focused on trauma as a "response to reading" in an effort to draw conclusions about the relationship between trauma and the English classroom (p. 424). This work challenged how students' stories and experiences of the deaths of loved ones were welcomed or silenced in their classrooms.…”

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

“…Much needed information suggests that stories like Larnee's need to be seen, told, and witnessed as significant, relevant, and necessary in order to facilitate liberation, healing, empowerment, and agency. For instance, in her research Dutro (2008) graphically shared the raw, traumatic experience of the loss of her younger brother to a horrific fall on a mountain, after which his skull was crushed by a falling boulder. Fox (1996), Dutro (2008), and Larnee's stories became filters in which pain and trauma must be released in order for healing to take place.…”

Section: Possibilities and Considerationsmentioning

confidence: 99%

“…This work challenged how students' stories and experiences of the deaths of loved ones were welcomed or silenced in their classrooms. In addition, it gave Dutro (2008) an open forum to share her childhood traumatic experience of losing her younger brother in a tragic accident. As a result, Dutro (2008) argued for reconsideration and revision of today's pedagogical classrooms, highlighting the necessity of advocacy for hard, raw, and descriptive personal narratives from young students-both in the testimony and witness of their experiences in relation to the texts they read, and in their responses to texts in classrooms.…”

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

“…In addition, it gave Dutro (2008) an open forum to share her childhood traumatic experience of losing her younger brother in a tragic accident. As a result, Dutro (2008) argued for reconsideration and revision of today's pedagogical classrooms, highlighting the necessity of advocacy for hard, raw, and descriptive personal narratives from young students-both in the testimony and witness of their experiences in relation to the texts they read, and in their responses to texts in classrooms. In addition, Wissman and Wiseman (2011) told of two (African American and White) adolescent girls' emotions about traumatic experiences surrounding sexual abuse and divorce, as shared through the genre of written/slam poetry and digital poems.…”

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

See 4 more Smart Citations

An African American Mother's Stories as T.M.I.: M.N.I., Ethics, and Vulnerability around Traumatic Narratives in Digital Literacy Research

Ellison

2014

International Journal of Qualitative Methods

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This article examines how an African American mother's affinity for digital tools relates to her telling of traumatic narratives, and how the very personal information contained in such narratives often problematizes the methodology of reporting qualitative research methods. These tensions include the concept of T.M.I. in qualitative research, as well as related ethical issues such as participant vulnerability, informed consent, and risks and benefits. This work addresses three key roles relevant to T.M.I.: that of the participant, the researcher, and the journal reviewer. It also provides researchers with various recommendations for conducting unconventional, agentic, and activist research.

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Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

Section: Possibilities and Considerationsmentioning

confidence: 99%

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

Section: Trauma Narratives/trauma Studiesmentioning

confidence: 99%

See 3 more Smart Citations

An African American Mother's Stories as T.M.I.: M.N.I., Ethics, and Vulnerability around Traumatic Narratives in Digital Literacy Research

Ellison

2014

International Journal of Qualitative Methods

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Emotional Investments and Crises of Truth: Gender, Class, and Literacies

Jones¹,

Shackelford²

2013

International Handbook of Research on Children's Literacy, Learning, and Culture

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School safety and violence: Drawing on a public health approach

Rajan

2021

Appl Psychoanal Studies

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There is extensive research in the area of school violence prevention that has collectively helped to illuminate trends, identify disparities in experiences with school violence across various subgroups, drawn connections between the implications of these experiences to health and learning outcomes across childhood, and subsequently informed specific safety policies and practices that schools have been able to adapt and implement in their efforts to keep their students not only safe from violence but also promote schools as a space where children are able to thrive. This paper draws on a rich set of recent literature and seeks to further this critical discussion by highlighting a conceptual framework at the intersection of public health and education and its role in shaping conversations on school safety. A discussion on the emergence of trauma‐informed school spaces and the ways in which attending to a child's mental and physical health are tied to learning outcomes is also presented. Moreover, this work draws connections to how other public health issues that also exist in school spaces have been addressed as effective examples for how to speak about, study, and respond to the issue of violence in K‐12 schools. Given the unique ways in which school gun violence has more recently shaped safety decisions in schools across the United States, implications specifically for school gun violence prevention are also presented.

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‘That's why I was crying on this book’: Trauma as Testimony in Responses to Literature

Cited by 44 publications

References 13 publications

An African American Mother's Stories as T.M.I.: M.N.I., Ethics, and Vulnerability around Traumatic Narratives in Digital Literacy Research

An African American Mother's Stories as T.M.I.: M.N.I., Ethics, and Vulnerability around Traumatic Narratives in Digital Literacy Research

Emotional Investments and Crises of Truth: Gender, Class, and Literacies

School safety and violence: Drawing on a public health approach

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