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--></style></head><body lang="EN-US" link="blue" vlink="purple"><div class="WordSection1"><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><p class="MsoNormal">
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