ABSTRACT

Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of ‘safety’ in schools altogether, searched for ways to cultivate ‘safe-er’ classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke’s Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.

摘要

本文利用来自一项更大规模的女权主义研究的数据，该研究探讨了中学英语教师候选人如何应对性创伤文本集以及与加拿大青少年教授此类叙述的教学法，本文研究了看护人话语是如何针对这些故事和学习而出现的。这尤其体现在新兴教师参与者讨论和困扰学校的“安全”概念，寻找培养“更安全”教室空间的方法，并批判性地考虑触发和内容（触发）警告实践。旨在思考教育工作者如何建立激进的课堂，准备通过识字学习解决塔拉纳·伯克的“我也是”运动、性侵犯的普遍性以及强奸文化的阴险，