Contents: Preface. Part I: Canaries in the Mine. Introduction. What Is "Normal" in a Violent Society? Breaking the Silence in Literacy. Part II: Learning in the Context of Trauma. Beyond "Normal" Appearances: "Hidden" Impacts of Trauma. Learning in the Context of Trauma: The Challenge of Setting Goals. Bringing the Whole Person to Learning Spirit. Part III: Bearing Witness. Bridging the Divide Between Literacy and Therapy. Examining the Costs of Bearing Witness. Part IV: Pulling It All Together. Rethinking Change. Sources and Resources.
Jenny Horsman
"The book is challenging, readable, and suggestive of alternative
methods and strategies for literacy programs and couseling, while
the references provide a valuable resource in themselves."
—READINGS: A Journal of Reviews and Commentary in Mental Health"The
book certainly succeeded in opening my eyes and shifting my
thinking about violence and learning in educational settings....Few
of us are free of stereotyping, but greater awareness can make us
more cautious thinkers. That is what this book is about. It is a
wake-up call for teachers of all ages."
—Journal of Adolescent & Adult Literacy"One of the strengths of the
book is the diversity of strategies offered to address particular
problems....Too Scared to Learn links educational and therapeutic
discourses, raises consciousness about the effects of violence on
learning, and provides a rich resource book for adult
education."
—Studies in the Education of Adults"Too Scared to Learn is an
interesting and engaging book...offers concrete, practical
suggestions on how learning settings for women can be
redesigned....This book is essential reading for many learners,
adult education practitioners, counselors, theorists, activists and
policy makers."
—Taylor & Francis Ltd."A groundbreaking study that brings a
critical issue for adult educators out of the closet. Trauma and
violence have been invisible elephants. Horsman is a pioneer in
raising awareness about their pervasiveness in learners' lives,
their consequences for learning, and their implications for
teaching. The book goes far beyond naming trauma as an issue; it
presents a frame for understanding it which challenges traditional
therapeutic models, situating the issue in a broad social context.
It is an important contribution to the theory and practice of adult
education which will change the way we think about the role of
trauma in learners' lives and in the literacy classroom."
—Elsa Auerbach
University of Massachusetts"A landmark book in both its content and
methodology....Uses cutting-edge work on the theorization and
therapeutic response to women's experience of violence and its
resulting trauma to explore what this may mean for literacy
learning and develop new guidelines for best practice in literacy
learning and teaching."
—Susan Heald
University of Manitoba
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