ABSTRACT

This paper explores how teachers in training co-created a canon of texts for teaching about trauma issues, including sexual violence. This paper represents a piece of a larger feminist study where 23 teacher candidate participants took up readings in a sexual trauma text set and responded to pedagogy for teaching such texts with Canadian adolescent literacy learners. Overall, the data strongly indicated that many participants prioritized promoting social action in their emerging pedagogies, including anti-rape efforts. Discourses of readiness to combat rape culture especially surfaced, signalling that overwhelmingly, participants were authoring themselves as educators who prioritize creating community and enacting resistances to oppressions in some way. As such, a key finding examined in this paper was how participants collectively built on the initial corpus of trauma texts in the study’s text set that they advocated for or planned to teach in their future education careers.

摘要

本文探讨了接受培训的教师如何共同创作一套教科书来教授创伤问题，包括性暴力。本文代表了一项更大的女权主义研究，其中 23 名教师候选人参与者阅读了性创伤文本集，并对加拿大青少年识字学习者教授此类文本的教学法做出了回应。总体而言，数据强烈表明，许多参与者在他们新兴的教学法中优先考虑促进社会行动，包括反强奸努力。准备与强奸文化作斗争的话语尤其浮出水面，这表明绝大多数参与者都将自己塑造成教育者，他们优先考虑创建社区并以某种方式抵抗压迫。像这样，