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.

中文翻译：

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课堂中的情绪、影响和创伤：超越代表性类型

本文的目的是将有关课堂情绪、情感和创伤的文献中的一些最突出的主题汇集在一起​​并加以讨论：课堂创伤的表现及其风险；身体作为创伤经历的一部分，以及如何在教学中参与；以及将情感社区创建为具有变革性的教学空间。有人认为，课堂上普遍存在的对创伤的代表性描述对可能进行的教学工作施加了某些限制。关于情感、情感和创伤对身体和政治的影响的情感转向的新理论和研究进展，对表征类型提出了严峻的挑战。