Trigger warnings, the organic classroom, and civil discourse

Q2 Social Sciences

First Amendment Studies Pub Date : 2016-07-02 DOI:10.1080/21689725.2016.1219270

M. E. Thorpe

引用次数: 8

Abstract

Abstract In this article I respond to my fellow contributors’ thoughts on trigger warnings, and expand the conversation in terms of trigger warnings’ effect on pedagogy and practice in the classroom. I parse out some definitions that make the debate difficult to negotiate, separate TWs from microaggressions, and apply this analysis to the dialogic classroom. I call for a civil discussion on this controversial topic, and challenge colleagues from all reaches of the ideological spectrum to approach the topic with respect for each other.

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触发警告、有机课堂和公民话语

在这篇文章中，我回应了我的同事关于触发警告的想法，并就触发警告对课堂教学和实践的影响展开了讨论。我分析了一些使辩论难以协商的定义，将TWs与微侵略分开，并将此分析应用于对话课堂。我呼吁就这一有争议的话题进行文明的讨论，并要求来自意识形态光谱各个领域的同事在相互尊重的情况下处理这一话题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

First Amendment Studies Social Sciences-Law

自引率

0.00%

发文量

期刊介绍： First Amendment Studies publishes original scholarship on all aspects of free speech and embraces the full range of critical, historical, empirical, and descriptive methodologies. First Amendment Studies welcomes scholarship addressing areas including but not limited to: • doctrinal analysis of international and national free speech law and legislation • rhetorical analysis of cases and judicial rhetoric • theoretical and cultural issues related to free speech • the role of free speech in a wide variety of contexts (e.g., organizations, popular culture, traditional and new media).