Hostname: page-component-cb9f654ff-lqqdg Total loading time: 0 Render date: 2025-08-24T15:38:57.369Z Has data issue: false hasContentIssue false
  • English
  • Français

The Severed Head and Existential Dread: The Classroom as Epistemic Community and Student Survivors of Incest

Published online by Cambridge University Press:  11 March 2020

Nancy Potter
Get access Rights & Permissions [Opens in a new window]

Abstract

I discuss pedagogical issues that concern incest survivors. As teachers, we need to understand the ways in which the legacy of incest variously affects survivors' educational experiences and to be aware that the interplay of trust, knowledge, and power may be particularly complex for survivors. I emphasize the responsibility teachers have to create classrooms that are inclusive of survivors, while raising concerns about the practice of personal disclosure and assumptions about trust and safety in the classroom.

Information

Type
Special Issue, Part II
Information
Hypatia , Volume 10 , Issue 2 , Spring 1995 , pp. 69 - 92
Copyright
Copyright © 1995 by Hypatia, Inc.

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Aristotle, . 1985. Nicomachean ethics. Trans. Irwin, Terence. Indianapolis, IN: Hackett.Google Scholar
Baier, Annette. 1986. Trust and antitrust. Ethics 96(2): 231–60.CrossRefGoogle Scholar
Brock, Debi. 1993. Talkin' bout a revelation: Feminist popular discourse on sexual abuse. In And still we rise: feminist political mobilizing in contemporary Canada, ed. Carty, Linda. Toronto: Women's Press.Google Scholar
Carty, Linda. 1991. Black women in academia: A statement from the periphery. In Unsettling relations: The university as a site of feminist struggles, by Bannerji, Himani, Carty, Linda, Dehli, Kari, Heald, Susan, and McKenna, Kate. Toronto: Women's Press.Google Scholar
Code, Lorraine. 1987. Epistemic responsibility. Hanover, NH: University Press of New England.Google Scholar
Courtois, Christine. 1988. Healing the incest wound: Adult survivors in therapy. New York: W. W. Norton.Google Scholar
Dworkin, Andrea. 1990. Mercy. New York: Four Walls Eight Windows.Google Scholar
Fraser, Sylvia. 1987. My father's house: A memoir of incest and of healing. New York: Harper and Row.Google Scholar
Freire, Paulo. 1992. Pedagogy of the oppressed. Trans. Ramos, Myra Bergman. New York: Continuum.Google Scholar
Geiger, Susan, and Zita, Jacqueline. 1985. White traders: The caveat emptor of women's studies. Journal of Thought 20(3): 106–21.Google Scholar
Herman, Judith Lewis. 1992. Trauma and recovery. Basic Books.Google Scholar
Lorde, Audre. 1984. Uses of the erotic: The erotic as power. In Sister Outsider. Freedom, CA: Crossing Press.Google Scholar
Lugones, Maria and Spelman, Elizabeth. [1983] 1986. Have we got a theory for you! Feminist theory, cultural imperialism, and the demand for “the woman's voice.” In Women and values: Recent readings in feminist philosophy, ed. Pearsall, Marilyn. Belmont, CA: Wadsworth. Reprinted from Hypatia 1, published as Women's Studies International Forum 6(6): 573–81.Google Scholar
Murdoch, Iris. 1961. A severed head. Toronto: Penguin Books.Google Scholar
Pospesel, Howard. 1984. Introduction to logic. 2d ed., Englewood Cliffs, NJ: Prentice‐Hall.Google Scholar
Terr, Lenore M.D. 1990. Too scared to cry: Psychic trauma in childhood. New York: Basic Books.Google Scholar
Weiler, Kathleen. 1988. Women teaching for change: Gender, class, and power. New York: Bergin and Garvey.Google Scholar
Wittgenstein, Ludwig. 1969. On certainty. Ed. Anscombe, G. E. M. and Von Wright, G. H. Trans. Paul, Denis and Anscombe, G. E. M.New York: Harper and Row.Google Scholar