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Pedagogies: An International Journal Volume 8, 2013 - Issue 4
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Articles

Towards a pedagogy of the incomprehensible: trauma and the imperative of critical witness in literacy classrooms

Elizabeth DutroSchool of Education, University of Colorado, Boulder, CO, USACorrespondence[email protected]
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Pages 301-315 | Received 13 Oct 2012, Accepted 23 Jan 2013, Published online: 06 Sep 2013

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Grace D. Player, Oluwaseun Animashaun & Tionne Thornton. (2023) “Getting lost in stars and glitter”: black girls’ multimodal literacies as portals to new suns. International Journal of Qualitative Studies in Education 36:3, pages 411-429.
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Michalinos Zembylas. (2022) Decolonizing trauma studies in education: implications for reorienting qualitative research practices. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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David Lewkowich. (2019) Assuming a hybrid logic of reading: comics, psychoanalysis, and the multimodal promise of visual response. Pedagogies: An International Journal 14:4, pages 313-331.
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Elizabeth Dutro, Ashley Cartun, Kim Melnychenko, Ellie Haberl & Briana Pacheco Williams. (2018) Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership. The New Educator 14:3, pages 252-269.
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Articles from other publishers (20)

Amber Moore. (2022) Representations of Testimonial Smothering and Critical Witnessing of Rape Victim–Survivors in Laurie Halse Anderson’s Speak Fanfiction. Children's Literature in Education.
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MELINA PORTO & MICHALINOS ZEMBYLAS. (2022) Linguistic and Artistic Representations of Trauma: The Contribution of Pedagogies of Discomfort in Language Education. The Modern Language Journal 106:2, pages 328-350.
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Grace D. Player. (2021) “People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood. Reading Research Quarterly 57:2, pages 431-448.
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David T. Hansen & Rebecca Sullivan. (2021) What Renders a Witness Trustworthy? Ethical and Curricular Notes on a Mode of Educational Inquiry. Studies in Philosophy and Education 41:2, pages 151-172.
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Jen Scott Curwood & Katelyn Jones. (2022) A bridge across our fears: understanding spoken word poetry in troubled times. Literacy 56:1, pages 50-58.
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Cathy Burnett & Guy Merchant. (2020) Returning to Text: Affect, Meaning Making, and Literacies. Reading Research Quarterly 56:2, pages 355-367.
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Antero Garcia, Aaron Guggenheim, Kristina Stamatis & Bridget Dalton. (2020) Glimmers of Care: Attending to the Affective Everyday in Ninth‐Grade Literacy Classrooms. Reading Research Quarterly 56:2, pages 337-354.
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Ellie Haberl. (2021) Lower Case Truth : Bridging Affect Theory and Arts-Based Education Research to Explore Color as Affect . International Journal of Qualitative Methods 20, pages 160940692199891.
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Michalinos Zembylas. (2019) Emotions, affects, and trauma in classrooms: Moving beyond the representational genre. Research in Education 106:1, pages 59-76.
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Barclay Barrios & Andrew Hudnall. (2020) Apotropaic. Pedagogy 20:2, pages 271-278.
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Angie Zapata, Selena Van Horn, Daryl Moss & Misha Fugit. (2019) Improvisational Teaching as Being With: Cultivating a Relational Presence Toward Justice‐Oriented Literacies. Journal of Adolescent & Adult Literacy 63:2, pages 179-187.
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Nicholas E. Husbye, Beth A. Buchholz, Christy Wessel Powell & Sarah Vander Zanden. (2019) “Death didn’t come up at center time”: Sharing Books about Grief in Elementary Literacy Classrooms. Language Arts 96:6, pages 347-357.
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Enid Marie Rosario-Ramos. (2018) “Why aren’t there enough of our stories to read?”. English Teaching: Practice & Critique 17:3, pages 213-227.
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Antero Garcia & Elizabeth Dutro. (2018) Electing to Heal: Trauma, Healing, and Politics in Classrooms. English Education 50:4, pages 375-383.
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Elizabeth Dutro & Ellie Haberl. (2018) Blurring Material and Rhetorical Walls: Children Writing the Border/Lands in a Second-Grade Classroom. Journal of Literacy Research 50:2, pages 167-189.
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Chandra L. Alston, Katie A. Danielson, Elizabeth Dutro & Ashley Cartun. (2017) Does a Discussion by Any Other Name Sound the Same? Teaching Discussion in Three ELA Methods Courses. Journal of Teacher Education 69:3, pages 225-238.
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Bessie P Dernikos. (2018) ‘It’s like you don’t want to read it again’: Exploring affects, trauma and ‘willful’ literacies. Journal of Early Childhood Literacy, pages 146879841875618.
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Elizabeth Dutro, Ashley Cartun, Kim Melnychenko, Ellie Haberl & Briana Pacheco Williams. (2017) Partnership Literacies in a Writing Methods Course: Practicing, Advocating, and Feeling Together. Journal of Adolescent & Adult Literacy 60:5, pages 585-588.
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Elizabeth Dutro & Ashley Cartun. (2016) Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education. Teaching and Teacher Education 58, pages 119-128.
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Alyssa D. Niccolini. 2016. Critical Concepts in Queer Studies and Education. Critical Concepts in Queer Studies and Education 5 14 .

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