Just in time for back-to-school, three writers at ACRO who are involved in high school or college instruction unpack the rhetoric of the “trigger warning”.
Trigger warnings began as a way to tag texts that may provoke a reader’s PTSD, but they have become widely used in tagging texts that contain content that ranges from offensive to traumatic. What began in social justice forums in the blog-sphere has made its way into discourse about the academy at large, leading to a call for the re-examination of the pedagogical value of certain canonical texts, the role of the professor and student in a shifting higher-education system, and the ethics of certain kinds of representation. Continue reading “Trigger Warnings: A Discussion”
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