Composition, Empathy, and Trauma-Informed Practices

About My Project

As a grad student and instructor of first-year composition, I've felt unprepared for certain circumstances while teaching, including disclosures of sexual violence, abuse, trauma, etc. I began to wonder how I could reform my own pedagogy to be more empathetic and trauma-informed. This led me to creating various resources and infographics for different subtopics of trauma based on research from various fields.

 
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"I don't want to be fixed, if being fixed means being bleached of memory, untaught by what I have learned through this miracle of surviving. My survivorhood is not an individual problem. I want the communion of all of us who have survived, and the knowledge. I do not want to be fixed, I want to change the world. I want to be alive, awake, grieving, and full of joy. And I am."

Leah Lakshmi Piepzna-Samarasinha, 

from Care Work: Dreaming Disability Justice (p. 289)

 

Learning More

Through the literature, I have compiled recommendations and information in three realms: what is trauma and trauma-informed pedagogy, (dis)ability, and survivorhood.

Image by Tim Marshall
Learn to Read
Open Book

In this section, I will overview what trauma is and its effects on someone. Moreover, I'll compile scholars' recommendations for trauma-informed practices and pedagogies.

In this section, I will overview the social model of disability and how that overlaps with trauma and trauma-informed care. I'll provide general recommendations for teaching.

In this section, I will overview statistics of sexual violence for college students as well as how to best assist student-survivors.

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