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Toward a Contextual Pedagogy of Pain. Trigger Warnings and the Value of Sometimes Feeling Really, Really Bad

Kyrölä, Katariina; (2015) Toward a Contextual Pedagogy of Pain. Trigger Warnings and the Value of Sometimes Feeling Really, Really Bad. Lambda Nordica , 20 (1) pp. 126-144. Green open access

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Abstract

The debate about trigger warnings has spread all over the Internet and in academic contexts, especially in the United States during the last few years. In short, trigger warnings try to give a heads-up to viewers and readers about media content depicting e.g., violence, self-harming behavior or other potentially disturbing content so that they know to either avoid it or knowingly take the risk of getting ”triggered” into posttraumatic stress, anxiety or not feeling safe. Typically, before an online clip or an article, one might include a text such as: ”Trigger warning for sexual violence/suicide/racist hate speech/transphobia/eating disorders/ fat shaming,” or anything else that can cause distress to someone with traumatic experiences. On one hand, trigger warnings have been seen as protection for vulnerable groups, a needed attempt to try to provide a safe space for those living with trauma or societal stigma (e.g., Dalton 2014; Johnston 2014; ”Make Me a Sammich” 2014; Häggdahl and Eriksson 2015).

Type: Article
Title: Toward a Contextual Pedagogy of Pain. Trigger Warnings and the Value of Sometimes Feeling Really, Really Bad
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.lambdanordica.org/index.php/lambdanord...
Language: English
Additional information: Open Access under the terms of the CC BY-ND license.
Keywords: trigger warnings, feminist pedagogy, trauma, feminist film theory
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10151928
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