As sociology instructors increasingly include materials on sexual violence in their courses, both instructors and students express anxieties over how best to handle such sensitive conversations. This article critically examines the conventional advice to offer a trigger warning, which can interfere with student education (e.g., requiring survivors to miss out on a lesson) and does not adequately prepare instructors for the difficulties that may arise during discussions of sexual violence (e.g., managing victim-blaming comments). Using institutional betrayal as an alternative frame, this article builds a trauma-informed and survivor-centered pedagogy that offers specific examples and strategies of how to teach to survivors instead of around them.

随着社会学教师越来越多地在他们的课程中加入关于性暴力的材料，教师和学生都表达了对如何最好地处理此类敏感对话的焦虑。本文批判性地审查了提供触发警告的传统建议，这会干扰学生的教育（例如，要求幸存者错过课程），并且没有为教师在讨论性暴力期间可能出现的困难做好充分准备（例如，管理指责受害者的评论）。使用制度背叛作为替代框架，本文构建了一种以创伤为导向和以幸存者为中心的教学法，提供了如何向幸存者而不是围绕他们进行教学的具体例子和策略。