Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly, if slavery constitutes a “historical trauma,” what are the possibilities of a Trauma-Informed curriculum? What are the responsibilities owed to students and historical subjects? Building from critical interventions in Black Feminist Theory and the work of the Frantz Fanon, I propose curricular interventions that attempt to mediate concurrent dynamics of trauma, pain, mourning, action, and revenge.

中文翻译：

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在课程中代表奴隶制的伦理思考

关于奴隶制在美国历史课程中的作用的批判性论述往往依赖于通过真理和复杂性来呼吁正义。然而，奴隶制的“真相”几乎是难以理解的暴力，构成了一种“历史创伤”；因此，由此产生的教学方法类似于贝里和斯托瓦尔所说的“悲剧课程”。关于这种方法的伦理问题出现了。首先，如果奴隶制构成“历史创伤”，那么创伤知情课程的可能性是什么？对学生和历史学科负有哪些责任？基于对黑人女权主义理论的批判性干预和弗朗茨·法农的工作，我提出了课程干预，试图调解创伤、疼痛、哀悼、行动和报复的并发动态。