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<div>Thank you, Lorena, for weighing in. I think it is reasonable to alert one's students when difficult topics will be under scrutiny in a course, even if the topics are merely unsettling, not outright traumatic. Doing so is not a form of coddling delicate
minds that somehow should be immune to disturbing material. Instead, it is an appropriate pedagogical strategy that informs students about the texts and their content. </div>
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<div>I think of it a "Mind the Gap" type of warning—take care, be aware, be cautious. In my experience, such guidance generally makes the class discussion more productive.</div>
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<div>All best,</div>
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<div>Vara</div>
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<div>Vara Neverow</div>
<div>Professor, English and Women's Studies </div>
<div>Southern Connecticut State University</div>
<div>501 Crescent Street</div>
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<div>Phone: 203-392-6717</div>
<div>Fax: <span class="Apple-tab-span" style="white-space:pre"></span> 203-392-6731</div>
<div>email: neverowv1@southernct.edu</div>
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<span style="font-weight:bold">From: </span>Lorena Russell <<a href="mailto:lrussell@unca.edu">lrussell@unca.edu</a>><br>
<span style="font-weight:bold">Date: </span>Monday, May 19, 2014 10:03 AM<br>
<span style="font-weight:bold">To: </span>VWOOLF listserv <<a href="mailto:vwoolf@lists.service.ohio-state.edu">vwoolf@lists.service.ohio-state.edu</a>><br>
<span style="font-weight:bold">Subject: </span>[Vwoolf] Trigger warnings<br>
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<p class="MsoNormal">Hi Jim et al.,</p>
<p class="MsoNormal">I actually had a student triggered in my class last semester while teaching Mrs. Dalloway. He was an Afghanistan war veteran with PTSD and became distressed during a discussion of “Shell Shock” and WW I. He became agitated had to leave
the class abruptly and I made the mistake of asking him to return and stay. It was only later in conversation I came to understand the depth of his distress and the context of his actions. I will of course continue to teach the text, but will (as I have done
in the past with literature that contains potentially disturbing sexual violence) make a point of including a reminder for students of the potential for triggering events on my syllabus, and work to find ways of minimizing trauma and maximizing engagement.
With a recent study noting 1 in 4 female college students experiences sexual violence and an increasing number of veterans, I think the issue of triggers in the classroom needs to be taken seriously here in the US. I don’t think it calls for a drastic change
in curriculum or pedagogy, though.</p>
<p class="MsoNormal">Best,</p>
<p class="MsoNormal">Lorena</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">=======================================</p>
<p class="MsoNormal">Lorena Russell, Ph.D.</p>
<p class="MsoNormal">Director of UNC Asheville’s QEP, the Inquiry ARC</p>
<p class="MsoNormal">Associate Professor, Dept. Literature & Language</p>
<p class="MsoNormal">CPO #2130, Karpen Hall</p>
<p class="MsoNormal">University of North Carolina</p>
<p class="MsoNormal">One University Heights</p>
<p class="MsoNormal">Asheville, NC 28804</p>
<p class="MsoNormal">828-251-6594 | <a href="mailto:lrussell@unca.edu">lrussell@unca.edu</a></p>
<p class="MsoNormal">========================================</p>
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