ABSTRACT
This chapter explores how teenage girls who have histories of trauma and domestic violence “read” and resist socially violating experiences as a culturally embodied literacy practice. This chapter flips three popular scripts to re-represent subjectivities for these girls by reframing trauma and domestic violence as a social and cultural experience that shapes their standpoints; by reframing literacy as embodied practice rather than a practice of traditional literacy; and suggests that the relationship between resistance and authority is “written” on the body of girls who share histories of trauma and domestic violence. This chapter explores several implications that problematically affect the life trajectories of these marginalized girls and ends with transformative suggestions for educators and other adults working with youth to consider and practice when interacting with girls who have histories of trauma and domestic violence.
