ABSTRACT
The impact of violence1 is traditionally seen as separate from education and viewed as a matter for therapeutic interventions.2 Dominant discourses of education3 shape what we know as “proper” literacy work and make it hard to change programs in ways that might support learning for those who have experienced violence. These discourses-language and practice-shape policy, expectations, shared assumptions about appropriate pedagogy, and necessary resources. They also lead “us” to “know” the general form of training that is necessary for those working in literacy-paid and volunteer-to support literacy work. For example, if we believe that education is entirely separate from therapy and all
the “stuff” about the self and emotions is matter for therapy sessions, not the classroom, then a relaxed, comfortable, and inspiring learning environment is simply a luxury, learning about counseling is not seen as part of the work of a teacher, and supports for teachers witnessing trauma are not expected to be needed. Changing these perceptions and questioning mainstream discourses about adult literacy and education more broadly is a challenging endeavor.
