[NIFL-WOMENLIT:1014] Re: Questions

From: Johansson, Heather (Heather.Johansson@njc.cccoes.edu)
Date: Wed Sep 27 2000 - 10:37:29 EDT


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From: "Johansson, Heather" <Heather.Johansson@njc.cccoes.edu>
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Subject: [NIFL-WOMENLIT:1014] Re: Questions
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It all comes down to you can only take your students and those you help to
the level in which you have been helped/healed.  I think someone who has
experienced this could be more sensitive to the issues and depending on how
much healing he/she has had will depend on how much the discussion is
successful or not. 

-----Original Message-----
From: Daphne Greenberg [mailto:alcdgg@langate.gsu.edu]
Sent: Tuesday, September 26, 2000 6:00 PM
To: Multiple recipients of list
Subject: [NIFL-WOMENLIT:1003] Re: Questions


I agree.  However, I wonder about the complications that arise when the
instructor is also a survivor.   Where she or he is on her or his own
journey will impact the classroom exercise/discussion.  Especially, if the
topic gets brought up by a student when the instructor never intended to
have this topic discussed in the class.
Daphne
>>> AWilder106@aol.com 09/26/00 18:04 PM >>>
Daphne,

It seems to me to be useful for the teacher to have a fairly clear idea of 
why they feel this topic should be brought up, and what to do with it when
it 
is brought up.  It can usefully become a topic of writing, for example, 
because in this way cognition--thinking--can be used to master and use the 
emotion.  Many others have noted that it can be used as an entree into a 
discussion of what shelters are available, etc., and perhaps a fulcrum for 
group effort of a political nature.  I mention these two areas because both 
are ways out of helplessness.

Andrea



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