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Bodies of knowledge: Transfiguring the pain of childhood trauma

机译：知识机构：改变童年创伤的痛苦

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摘要

This qualitative study explores links between histories of trauma and excellent teaching in eight women's lives. Five of the women in the study have histories of sexual abuse, one of physical abuse, and two of traumatic loss. The women were interviewed two times and were observed once teaching in their classrooms. All are elementary school teachers considered to be exceptional practitioners by teaching colleagues or administrators along the lines of Ayers' (1986) definition of teaching excellence.;Adapting a voice-centered method (Brown et al., 1988) to visually display the overlap of two voices, I listened for stories of wounding and of healing in relation to each teachers' traumatic history. At the overlay of these two stories, a third became audible: one of transformation. My analysis of this overlay revealed a record of each woman's knowledge about teaching and about transformation of trauma. Specifically, that their histories of invisibility, silencing, and violation led them to create learning environments where children are seen, heard, and safe from trespass. The teachers' pedagogical aims were equally informed by their experiences of protective, sustaining relationships.;The role of seeing and of boundaries were described as central to excellent teaching. Teachers who were able to see themselves and their histories were able to see their students; boundaries that involved acknowledgment of self and other were protective and sustaining.;Differences were found in the way the two types of trauma were revealed in the women's teaching: Teachers who had experienced traumatic loss overtly used their histories in their curricula; teachers with histories of abuse could not explicitly draw upon their histories in their teaching due to stigmas associated with their wounding. This omission was seen as perpetuating a cultural silence about abuse which ignores that such histories can be invaluable sources of knowledge.;This study demonstrates that when teachers who have experienced trauma can name their pasts, as well as meanings they have struggled to make out of their histories, they have much to say about the process of education. These teachers' experiences of trauma shifted their vision and knowledge; their histories unmistakably shaped their teaching excellence.
机译：这项定性研究探索了创伤史与八位女性生活中的卓越教学之间的联系。该研究中有五名女性有过性虐待的历史，一种是身体虐待的历史，另外两种是精神创伤的历史。这些妇女接受了两次采访，并在他们的教室里教过一次。所有教师都是小学教师，他们按照Ayers（1986）对教学卓越的定义进行教学，被认为是杰出的从业人员；采用语音中心方法（Brown等，1988）以可视方式显示教师的重叠。我用两个声音听了关于每位老师的创伤经历的创伤和康复的故事。在这两个故事的叠加处，第三个听到了：转变之一。我对这张覆盖物的分析揭示了每位女性关于教学和创伤转化知识的记录。具体而言，他们对隐形，沉默和侵犯的历史导致他们创造了一个学习环境，可以看到，听到和防止儿童受到侵入。他们的保护性，维持性关系的经历也同样地赋予了教师的教学目标。视力和边界的作用被描述为出色教学的核心。能够看到自己和他们的历史的老师能够看到他们的学生；在女性教学中揭示两种类型的创伤的方式上存在差异：经历过创伤损失的老师在课程中公开使用了他们的历史；有虐待历史的教师由于与受伤相关的污名而无法在教学中明确借鉴他们的历史。这种遗漏被认为是对虐待行为的一种文化沉默，这种沉默使人们无视这样的历史可以成为宝贵的知识来源;这项研究表明，遭受创伤的教师可以命名自己的过去以及他们努力从中汲取的含义。他们的历史，他们对教育过程有很多话要说。这些老师的创伤经历改变了他们的视野和知识。他们的历史无疑对他们的教学精益求精。

著录项

  • 作者

    Geismar, Kathryn.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Educational administration.;Curriculum development.;Elementary education.;Developmental psychology.
  • 学位 Ed.D.
  • 年度 1996
  • 页码 314 p.
  • 总页数 314
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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