This dissertation is an exploration of trauma in the secondary English classroom. It examines what trauma is and the ways in which English classrooms can center healing through rhizomatic explorations of fiction in order to reassemble experiences with trauma and create hope. The heart of this work is a young adult novel embodying a rhizomatic exploration of trauma. In exploring trauma in fiction in a rhizomatic epistemology, the novel uses multiple genres and non-linear storytelling to examine the roots of trauma that are nomadic and non-binary. This writing to heal invites teachers and students to follow the rhizomatic roots necessary for their own healing and allows teachers to think differently about the purpose of the English classroom and what healing-centered practices can look like.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/n993-1p94 |
| Date | January 2023 |
| Creators | Richard, Sarah Elizabeth |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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