The Emotional Affordances of Visual Literacy Pedagogy

Abstract

This chapter focuses on the experience of three educators in the context of the COVID-19 pandemic. As much as possible, the researcher has worked to maintain the voices of the teachers and highlights concepts of self-expression, editing, and processing of emotions and trauma through traditional and multimodal texts. Findings from the study have implications for the ways that teachers experience traumatic events, the ways that writing can be used for classroom instruction across a variety of modes, and the ways that major political and social events are processed by educators.