Abstract

This article explores relations among trauma, writing, and healing while connecting writing pedagogy and literary studies to insist that courses move past product-focused pedagogies and student experiences alone. Merging theory with praxis, this article underscores the roles and experiences of all course participants, highlights stories of trauma as catalysts for transformation, and outlines a “wounded healer pedagogy”—a pedagogical approach contingent upon interconnectedness, driven by writing purposes, and linked to individual and communal healing processes.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 53-79
Launched on MUSE
2013-12-13
Open Access
No
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