Literacy Matters - Vol 21 - Winter 2021

Taboo Conversations in the Classroom: UsingYoung Adult Literature for Critical Witnessing and Testimony of Traumatic Experiences

by Julia Kate Bentley and Rachelle S. Savitz Clemson University

ABSTRACT—Although experiencing traumatic events may seem like an exception, research has shown it to be the norm for most school-age children. Every experience is different, and most teachers are not licensed trauma counselors. However, teachers can use complex young adult (YA) texts to open channels for discussions, prompting students to process traumatic experiences within a safe space. This article highlights a complex contemporary YA novel that contains multiple traumatic themes. We provide examples of how teachers can model reciprocal vulnerability by sharing their own experiences and then inviting students to connect with one another and the texts. Also, we provide instructional ideas for the focus novel and additional novel suggestions. Taboo Conversations in the Classroom: Using Young Adult Literature for Critical Witnessing and Testimony of Traumatic Experiences Mrs. Miller’s usually lively English Language Arts (ELA) class was uncharacteristically quiet as she attempted to engage them in a discussion about censorship in Fahrenheit 451. She knew the students’ reluctance to participate stemmed from a recent traumatic event. Xavier, an outgoing and popular student, had been killed the previous week. As his friends and classmates struggled to process the loss, they had little interest in analyzing texts from the state’s exemplar list. As Mrs. Miller is not a licensed trauma counselor, she wondered how she could help students process this and other traumas in a safe space. Although Mrs. Miller and her students are fictional, real students face trauma much more often than some teachers realize. Adverse childhood experiences (ACEs) are potentially traumatic experiences that include: (a) abuse, (b) neglect and maltreatment, (c) household challenges (i.e., substance abuse, violence, divorce, illegal activity), and (d) mental or physical illness (Centers for Disease Control and Prevention, 2019). Many may believe such distressing instances are the exception; 71% of children ages 2–17 experience at least one traumatic event in a year (Finkelhor et al., 2007). Additionally, low-income and minority children are much more likely than their White and middle- to high-income peers to experience multiple traumas in a year (NSCH, 2019). Problematically, experiencing traumatic events can lead to diminished cognitive abilities and heightened school failure (McLeod et al., 2012).

they can demonstrate care and provide support by building strong teacher-student relationships; ultimately supporting students’ resilience. Teachers can weave components of social and emotional learning within their classroom to create safe and nurturing environments by incorporating texts, instruction, and dialogue that promotes valuing students’ opinions, experiences, and questions (Fisher et al., 2020), making it easier for students to speak about their traumatic experiences. Young Adult Literature and Trauma Diverse young adult (YA) literature, defined by the American Library Association as being all-inclusive in terms of characters and settings (e.g., gender, race, religion, disability, and neurodiversity) (LaRue, 2015), addresses sensitive topics that are often considered taboo (Batchelor et al., 2018; Coleman-King & Groenke, 2019). The use of such literature can be therapeutic to students, helping them understand themselves and others, building resilience, and sparking social action (Mirra, 2018; Wolfsdorf, 2018). Additionally, it provides students options for dealing with serious situations and potentially normalizes conversations on challenging topics (Mirra, 2018; Dutro, 2019), promoting the development of student agency and identity (Fisher et al., 2020). As Ekholm (2017) posited, discussing moral dilemmas is not an either/or issue, but a “how do we get there” question, stressing a need for balance between teaching book content, discussions focused on moral lessons and incorporation of reading strategies and skills. Through YA literature, teachers can provide students a venue to question their own beliefs and biases, leading to new understandings of relevant cultural and societal issues (Ivey & Johnston, 2013; 2018). Through character actions, students can consider their potential responses in these situations (Fisher et al., 2020; Mirra, 2018). In connection to the novels, teachers invite students to share their authentic testimony (personal experiences), allowing their peers and others to bear witness to their experiences (Dutro, 2019). These opportunities lead to empathy, as students begin shifting attention away from only themselves and focusing on others’ worldviews (Mirra, 2018; Turner & Reed, 2018). Inclusion of students’ lived experiences within daily instruction (Dutro, 2019) begins with the teacher being vulnerable, instituting a reciprocal process of giving testimony of experience and becoming critical witnesses of others’ (Johnson, 2017). When addressing trauma in classrooms, teachers must understand each traumatic experience cannot be “extricated from inequities in society and schooling,” such as racism, sexism, lack of health

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Although educators are not licensed trauma counselors,

| 14 | Literacy Matters | Volume 21 • Winter 2021

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