This book provides case-studies of how teachers and practitioners have attempted to develop more effective ‘experiential learning’ strategies in order to better equip students for their voluntary engagements in communities, working for sustainable peace and a tolerant society free of discrimination. All chapters revolve around this central theme, testing and trying various paradigms and experimenting with different practices, in a wide range of geographical and historical arenas. They demonstrate the innovative potentials of connecting know-how from different disciplines and combining experiences from various practitioners in this field of shaping historical memory, including non-formal and formal sectors of education, non-governmental workers, professionals from memorial sites and museums, local and global activists, artists, and engaged individuals. In so doing, they address the topic of collective historical traumas in ways that go beyond conventional classroom methods. Interdisciplinary in approach, the book provides a combination of theoretical reflections and concrete pedagogical suggestions that will appeal to educators working across history, sociology, political science, peace education and civil awareness education, as well as memory activists and remembrance practitioners.

History, Trauma and Shame provides an in-depth examination of the sustained dialogue about the past between children of Holocaust survivors and descendants of families whose parents were either directly or indirectly involved in Nazi crimes. Taking an autobiographical narrative perspective, the chapters in the book explore the intersection of history, trauma and shame, and how change and transformation unfolds over time. The analyses of the encounters described in the book provides a close examination of the process of dialogue among members of PAKH (Psychotherapeutic Study Group of Persons Affected by the Holocaust), exploring how Holocaust trauma lives in the 'everyday' lives of descendants of survivors. It goes to the heart of the issues at the forefront of contemporary transnational debates about building relationships of trust and reconciliation in societies with a history of genocide and mass political violence. This book will be great interest for academics, researchers and postgraduate students engaged in the study of social psychology, Holocaust or genocide studies, cultural studies, reconciliation studies, historical trauma and peacebuilding. It will also appeal to clinical psychologists, psychiatrists and psychoanalysts, as well as upper-level undergraduate students interested in the above areas.

Literary trauma studies is a rapidly developing field which examines how literature deals with the personal and cultural aspects of trauma and engages with such historical and current phenomena as the Holocaust and other genocides, 9/11, climate catastrophe or the still unsettled legacy of colonialism. The Routledge Companion to Literature and Trauma is a comprehensive guide to the history and theory of trauma studies, including key concepts, consideration of critical perspectives and discussion of future developments. It also explores different genres and media, such as poetry, life-writing, graphic narratives, photography and post-apocalyptic fiction, and analyses how literature engages with particular traumatic situations and events, such as the Holocaust, the Occupation of France, the Rwandan genocide, Hurricane Katrina and transgenerational nuclear trauma. Forty essays from top thinkers in the field demonstrate the range and vitality of trauma studies as it has been used to further the understanding of literature and other cultural forms across the world. Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

The authors in this volume explore the interconnected issues of intergenerational trauma and traumatic memory in societies with a history of collective violence across the globe. Each chapter’s discussion offers a critical reflection on historical trauma and its repercussions, and how memory can be used as a basis for dialogue and transformation. The perspectives include, among others: the healing journey of three generations of a family of Holocaust survivors and their dialogue with third generation German students over time; traumatic memories of the British concentration camps in South Africa; reparations and reconciliation in the context of the historical trauma of Aboriginal Australians; and the use of the arts as a strategy of dialogue and transformation.

This volume opens up new ground in the field of social representations research by focusing on contexts involving mass violence, rather than on relatively stable societies. Representations of violence are not only symbolic, but in the first place affective and bodily, especially when it comes to traumatic experiences. Exploring the responses of researchers, educators, students and practitioners to long-term engagement with this emotionally demanding material, the book considers how empathic knowledge can make working in this field more bearable and deepen our understanding of the Holocaust, genocide, war, and mass political violence. Bringing together international contributors from a range of disciplines including anthropology, clinical psychology, history, history of ideas, religious studies, social psychology, and sociology, the book explores how scholars, students, and professionals engaged with violence deal with the inevitable emotional stresses and vicarious trauma they experience. Each chapter draws on personal histories, and many suggest new theoretical and methodological concepts to investigate emotional reactions to this material. The insights gained through these reflections can function protectively, enabling those who work in this field to handle adverse situations more effectively, and can yield valuable knowledge about violence itself, allowing researchers, teachers, and professionals to better understand their materials and collocutors. Engaging Violence: Trauma, memory, and representation will be of key value to students, scholars, psychologists, humanitarian aid workers, UN personnel, policy makers, social workers, and others who are engaged, directly or indirectly, with mass political violence, war, or genocide.

Through South Korean filmic and literary texts, this book explores affect and ethics in the healing of historical trauma, as alternatives to the measures of transitional justice in want of national unity. Historians and legal practitioners who deal with transitional justice agree that the relationship between historiography and justice seeking is contested: this book reckons with this question of how much truth-telling from a violent past will lead to healing, forgiving, forgetting and finally overcoming resentment. Nuanced interpretations of South Korean filmic and literary texts are featured, including Park Chan-wook’s Oldboy, Bong Joon-ho’s Mother and literary texts of Han Kang and Ch’oe Yun, whilst also engaging the ethical and political philosophy of Levinas, Hannah Arendt, and others. Also offered is new and extensive research into the hitherto hidden history of thousands of North Korean war orphans who were sent to Eastern European countries for care. Grappling with the evils of history, the films and novels examined herein find their ultimate themes in compassion, hospitality, humility and solidarity of the wounded. Healing Historical Trauma in South Korean Film and Literature will appeal to students and scholars of film, comparative literature, cultural studies and Korean studies more broadly.

"Memory, trauma, and history is comprosed of essays that fall into five overlapping subject areas: history and memory; psychoanalysis and trauma; postmodernism, scholarship, and cultural politics; photography and representation; and liberal education." -- Introduction.

Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

This volume traces the distinct cultural languages in which individual and collective forms of trauma are expressed in diverse variations, including oral and written narratives, literature, comic strips, photography, theatre, and cinematic images. The central argument is that traumatic memories are frequently beyond the sphere of medical, legal, or state intervention. To address these different, often intertwined modes of language, the contributors provide a variety of disciplinary approaches to foster innovative debates and provoke new insights. Prevailing definitions of trauma can best be understood according to the cultural and historical conditions within which they exist. Languages of Trauma explores what this means in practice by scrutinizing varied historical moments from the First World War onwards and particular cultural contexts from across Europe, the United States, Asia, and Africa – striving to help decolonize the traditional Western-centred history of trauma, dissolving it into multifaceted transnational histories of trauma cultures.

Fragments of Trauma and the Social Production of Suffering: Trauma, History, and Memory offers a kaleidoscope of perspectives that highlight the problem of traumatic memory. Because trauma fragments memory, storytelling is impeded by what is unknowable and what is unspeakable. Each of the contributors tackles the problem of narrativizing memory that is constructed from fragments that have been passed along the generations. When trauma is cultural as well as personal, it becomes even more invisible, as each generation’s attempts at coping push the pain further below the surface. Consequently, that pain becomes increasingly ineffable, haunting succeeding generations. In each story the contributors offer, there emerges the theme of difference, a difference that turns back on itself and makes an accusation. Themes of knowing and unknowing show the terrible toll that trauma takes when there is no one with whom the trauma can be acknowledged and worked through. In the face of utter lack of recognition, what might be known together becomes hidden. Our failure to speak to these unaspirated truths becomes a betrayal of self and also of others. In the case of intergenerational and cultural trauma, we betray not only our ancestors but also the future generations to come. In the face of unacknowledged trauma, this book reveals that we are confronted with the perennial choice of speaking or becoming complicit in our silence.