ABSTRACT
Our students are experiencing traumatic experiences, whether acute or chronic, on a regular basis. From fear of school shooting or inhumane ICE tactics, to isolation from bullying, or grief, our students are asked to deal with emotions based on what they see or hear in the media, from adults, or personal witness. This chapter will make clear the connection between critical literacy theory and practice, relevant for middle-school educators, highlighting the why and how for teaching “taboo” topics through literacy instruction. Using middle-grade novels, we provide examples of the reciprocal and circular action of sharing testimony and bearing critical witness – from teacher to student and then student to all.
