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Psychoanalysis, Culture & Society

, Volume 23, Issue 2, pp 185–203 | Cite as

Labor, leaps, and risky beginnings: Including the body as text in the classroom

  • Kimberly B. George
  • Karen O’Connell
  • Jade E. Roslan
Original Article

Abstract

This paper considers how intersectional feminist theory can be integrated into clinical training with awareness of the many forms of labor present when inequality, trauma, and systemic violence are central subjects of study. We give particular attention to collective, sedimented histories of race and gender in the U.S., proposing that these histories are fundamentally labor relations and thus inform how we think about racialized and gendered trauma also as a labor relation. While speaking to the contemporary debate on trigger warnings, we hope to add to that conversation through nuancing the embodied labor of trauma within education spaces.

Keywords

labor body text classroom trauma 

Notes

Acknowledgements

While all shortcomings are my own, many of the theoretical possibilities I explore are indebted to a graduate seminar by Sara Clarke Kaplan, “History and Memory: Slavery and its Afterlives,” Spring Quarter 2016, UCSD. It was Professor Clarke Kaplan’s brilliance and labor – both her syllabus and teaching – that allowed me to re-visit my pedagogical questions through Black feminist intellectual and creative lineages.

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Copyright information

© Macmillan Publishers Ltd., part of Springer Nature 2018

Authors and Affiliations

  • Kimberly B. George
    • 1
  • Karen O’Connell
    • 2
  • Jade E. Roslan
    • 3
  1. 1.La JollaUSA
  2. 2.SeattleUSA
  3. 3.BakersfieldUSA

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