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There is great interest in testimonies, both in society at large and as a theoretical concept. Within educational research testimony is used to understand and develop epistemological, political or ethical thinking. In this thesis I investigate what testimonies and the act of witnessing can do in relation to education. More specifically, I investigate what kind of pedagogical possibilities there are in witnessing and testimony, in relation to teaching as well as outside schools. Focusing on three different aspects (of these phenomena), namely representation, subjectivity and emotion I discuss different examples of testimonies. These are Collateral Murder, The Living History Forum’s book Tell Ye Your Children…, Gruva by Sara Lidman and Odd Uhrbom, and pictures with Alan Kurdi from 2015 taken by Nilüfer Demir. I examine the pedagogical possibilities of testimony and witnessing based on the idea that such possibilities are situated in human imperfection and lack of ability, where the knowledge is placed in the impossibility, in our not-knowing. This dialectical understanding, drawing on Giorgio Agamben, implies a different formulation than previous research, by highlighting the impossibility of witnessing and of testimony, for example by how the testimony does not stand outside the political, and in Western society more specifically, the capitalist system. Through the analyses of the different aspects (representation, subjectivity, emotions) I show how testimonies can serve as a way to control the students' emotions and perceptions (drawing on Sara Ahmed), and influence the perception of the society in which the students live. I have also shown how the act of witnessing can be done at the witness’ own expense (by drawing on The Latina Feminist Group). It can mean that testimonies work as a way to reproduce various stereotypes of different people's suffering and thus consolidate existing power structures and identities. The conditions surrounding witnessing and testimonies make witnessing an act that can be perceived as a poetic testimony, as well as an exploitation or expropriation of already vulnerable people. With this said, I also argue for the value of bringing into teaching testimonies that testify of suffering. Testimonies stand between the past and the future and have important things to speak of. If testimonies are not heard in teaching, there is a possibility of silencing and forgetting the wounds in history. It is in teaching where the repetitive work of a literary reading (Gayatri Chakravorty Spivak) can take place. A literary reading that emphasizes the difficulties in testimonies and one’s own part of and relation to it. It is the effort of the repetitive work in teaching that can lead to pedagogical possibility, and through that, enter the future.

In January 2019, Netflix released the unexpectedly popular Conversations with a Killer: The Ted Bundy Tapes. Joe Berlinger, true crime director, compiled interviews with Bundy, law enforcement authorities involved with Bundy’s arrest and trial, and members of Bundy’s community to create a four-part docu-series focusing “on a man whose personality, good looks, and social graces defied the serial-killer stereotype, [which allowed] him to hide in plain sight” (Berlinger). The somewhat romanticized Ted Bundy Tapes serve as an example of modern folklore, in which the archetypal bogeyman has been narrativized for contemporary society as a charming, rather than hideous, monster. This bogeyman trope—a child-snatching, fear-inducing, paranoia-provoking monster—can be traced back through a number of famous folkloric tales, like The Pied Piper, through the fairytale realm, as illustrated with Peter Pan, and into popular contemporary media with productions like the Ted Bundy Tapes and Extremely Wicked, Shockingly Evil and Vile. These folkloresque narratives help to explain how certain trials or traumas were overcome. The Ted Bundy Tapes opened a discourse community surrounding Ted Bundy as more than a historically recorded villain, but as an almost fictive evil hiding behind a “hot” façade. Forming Bundy as a charming child-snatcher and then presenting this character in a widely available docu-series promulgated the surrounding lore, making Bundy into a bogeyman. Instead of romanticizing Bundy now, we have to recognize his form as a bogeyman character in order for this archetype to serve in a truly useful cautionary capacity and to help us work through inevitable trauma.

The objective of this dissertation is to converge and apply Elijah P. Anderson’s concept of “Nigger Moment,” as delineated in his 2011 work, The Cosmopolitan Canopy, as a particular category of trauma, experienced exclusively by Africana men, women, and children, with William E. Cross’ theory of racial socialization called “Nigrescence,” to Comparative Black Literature (CBL). While experiences with racism in both individual and structural forms have played a fundamental role in analyses of Africana literature, a focus on the incidence of these “Moments,” as they contribute to the subject’s “Nigrescence” (the series of racial encounters both within and without the group that precipitate the subject’s exploration of their racial identity) through an intersectional lens applied to CBL, allows the analyst or critic to observe how the means by which the “Moment” is experienced, in what context it is experienced, and how the identity of the literary subject(s) manifest patterns of Africana identity formation within fiction and non-fiction narrative, and, ultimately, Africana individuals. Ultimately, I will explore the pedagogical implications of applying the “N-Moment” to Comparative Black Literature within a multi-cultural and multi-racial classroom in the interest of social cohesion and positive identity formation. This will be done by outlining the various dimensions of the N-Moment within classed, gendered, and migrant contexts, as they apply to Claude McKay’s Banana Bottom, Jessie Redmon Fauset’s There is Confusion, Toni Morrison’s Bluest Eye, James Baldwin’s Another Country, Chimamanda Ngozie Adichie’s Americanah, and Edwidge Danticat’s Breath, Eyes, Memory. / African American Studies

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This thesis attempts to take seriously the claims made by many postapocalyptic zombie narratives to represent the world as it truly is, analyzing and then assessing the theological value of their depictions of the human predicament. The approach is both formal and what Gary Wolfe calls transmedial, examining the recurring narrative structures and themes of texts across several media and eras as part of 'a popular aesthetic movement and not just a body of works of fiction on similar themes', with special attention given to the films and television of the new millennium. The aim is twofold: to extend the relevance of postapocalyptic zombie fictions beyond the relatively narrow vogue of a cultural moment, and to prompt a richer appreciation of the significance of the Christian faith within contemporary society. To this end, Chapter One contextualizes the complexity of these texts' relationship to Christianity by examining first the most prominent obstacles and then the implicit promise of these texts for theological reflection. It places special emphasis on the interior tension in many of these fictions between, on the one hand, aggressively emphasizing the apparent absence of the supernatural, while on the other, frequently claiming to disclose a dimension of human experience in excess of what can be ordinarily perceived by the senses. Chapters Two and Three extend this analysis to the complex content of what these stories depict. Chapter Two considers the multilayered symbolism of decline in their conspicuous spectacles of disaster, disintegration, and death. Chapter Three examines the countervailing symbolic motifs of residual integrity and regeneration that are exhibited most prominently by characters who attempt to live genuinely human lives in spite of these circumstances. The first half of the thesis concludes by proposing a composite postapocalyptic view of the human predicament, which represents the world as ambiguous, dramatic and quite possibly, although not certainly, absurd. Chapter Four begins the theological reflection upon this kind of postapocalyptic perspective, proposing how such depictions might be illuminated by Christian theological descriptions, particularly the absurd existential circumstances brought about by the original sin. Chapter Five, reciprocally, suggests some of the ways the dramatic images of these texts might enrich theological reflection by eliciting fresh insights into the significance of the central mysteries of Christianity, especially the paradoxical already-and-not-yet of eschatological expectation. The thesis concludes by offering a final evaluation of whether, all told, the world can be truly considered postapocalyptic from a Christian perspective, arguing that although there are significant differences, postapocalyptic fictions and Christianity put forward strikingly similar pictures of the deeply self-conflicted circumstances of the common human predicament.

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