Academic Articles

Sandy Alvarez, “One College Campus’s Need for a Safe Zone: A Case Study,” Journal of Gender Studies 17, no. 1 (2008): 71–74.

Timothy G. Black, “Teaching Trauma Without Traumatizing: Principles of Trauma Treatment in the Training of Graduate Counselors,” Traumatology: An International Journal 12, no. 4 (2006): 266–71.

Lisa Blackman, “Affective Politics, Debility and Hearing Voices: Towards a Feminist Politics of Ordinary Suffering,” Feminist Review, no. 111 (2015): 25–41.

Robert Boostrom, “‘Safe Spaces’: Reflections on an Educational Metaphor,” Journal of Curriculum Studies 30, no. 4 (1998): 397–408.

Laura S. Brown, “Feminist Paradigms of Trauma Treatment,” Psychotherapy: Theory, Research, Practice, Training 41, no. 4 (2004): 464–71.

Janice Carello and Lisa Butler, “Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching,” Journal of Trauma & Dissociation 15, no. 2 (2014): 153–68.

Angela M. Carter, “Teaching with Trauma: Disability Pedagogy, Feminism, and the Trigger Warnings Debate,” Disability Studies Quarterly 35, no. 2 (May 19, 2015).

Jill A. Cermele, “Teaching Resistance to Teach Resistance: The Use of Self-Defense in Teaching Undergraduates about Gender Violence,” Feminist Teacher 15, no. 1 (2004): 1–15.

Raphael Cohen-Almagor, “Hate in the Classroom: Free Expression, Holocaust Denial, and Liberal Education,” American Journal of Education 114, no. 2 (2008): 215–41.

Martha Copp and Sherryl Kleinman, “Practicing What We Teach: Feminist Strategies for Teaching about Sexism,” Feminist Teacher 18, no. 2 (2008): 101–24.

Robbin D. Crabtree and David Alan Sapp, “Theoretical, Political, and Pedagogical Challenges in the Feminist Classroom: Our Struggles to ‘Walk the Walk’,” College Teaching, January 1, 2003.

Nicole Davis, “Teaching About Inequality: Student Resistance, Paralysis, and Rage,” Teaching Sociology 20, no. 3 (1992): 232–38.

Lorraine Dowler, “The Uncomfortable Classroom: Incorporating Feminist Pedagogy and Political Practice into World Regional Geography,” Journal of Geography 101, no. 2 (March 1, 2002): 68–72.

Alesha Durfee and Karen Rosenberg, “Teaching Sensitive Issues: Feminist Pedagogy and the Practice of Advocacy-Based Counseling,” Feminist Teacher 19, no. 2 (2009): 103–21.

Elizabeth Ellsworth, “Why Doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy,” Harvard Educational Review 59, no. 3 (1989): 297–323.

Saundra Gardner, “Teaching About Domestic Violence: Strategies for Empowerment,” NWSA Journal 5, no. 1 (1993): 94–102.

Liora Gubkin, “From Empathetic Understanding to Engaged Witnessing: Encountering Trauma in the Holocaust Classroom,” Teaching Theology & Religion 18, no. 2 (April 2015): 103–20.

Pamela Haag, “‘Putting Your Body on the Line’: The Question of Violence, Victims, and the Legacies of Second-Wave Feminism,” Differences: A Journal of Feminist Cultural Studies 8, no. 2 (1996): 23–67.

Judith Halberstam, “Reflections on Queer Studies and Queer Pedagogy,” Journal of Homosexuality 45, no. 2 (2003): 361–64.

Melanie Hetzel-Riggin, “A Feminist, Ecological, Safety-Centered Approach to Teaching About Gendered Violence,” Psychology of Women Quarterly 38, no. 3 (2014): 425–29.

Jenny Horsman, “‘But Is It Education?’: The Challenge of Creating Lasting Effective Learning for Survivors of Trauma,” Women’s Studies Quarterly 32, no. 1/2 (2004): 130–46.

Kyoko Kishimoto and Mumbi Mwangi, “Critiquing the Rhetoric of ‘Safety’ in Feminist Pedagogy: Women of Color Offering an Account of Ourselves,” Feminist Teacher 19, no. 2 (2009): 87–102.

Amanda Konradi, “Teaching About Sexual Assault: Problematic Silences and Solutions,” Teaching Sociology 21, no. 1 (1993): 13–25.

Janet Lee, “Survivors of Gendered Violence in the Feminist Classroom,” Violence Against Women 14, no. 12 (2008): 1451–64.

Zeus Leonardo and Ronald K. Porter, “Pedagogy of Fear: Toward a Fanonian Theory of ‘Safety’ in Race Dialogue,” Race Ethnicity and Education 12, no. 2 (2010): 139–57.

Mel Michelle Lewis, “Body of Knowledge: Black Queer Feminist Pedagogy, Praxis, and Embodied Text,” Journal of Lesbian Studies 15, no. 1 (2011): 49–57.

Jeannie Ludlow, “From Safe Space to Contested Space in the Feminist Classroom,” Transformations: The Journal of Inclusive Scholarship and Pedagogy 15, no. 1 (2004): 40–56.

Pat Mahony, “Oppressive Pedagogy: The Importance of Process in Women’s Studies,” Women’s Studies International Forum 11, no. 2 (1988): 103–8.

ShoShana Manget and Shaindl Diamond, “Feminist Pedagogy Meets Feminist Therapy: Teaching Feminist Therapy in Women’s Studies,” Feminist Teacher 21, no. 1 (2010): 21–35.

Katarzyna Marciniak, “Pedagogy of Anxiety,” Signs: Journal of Women in Culture and Society 35, no. 4 (2010): 869–92.

Melanie Moore, “Student Resistance to Course Content: Reactions to the Gender of the Messenger,” Teaching Sociology 25, no. 2 (1997): 128–33.

Elana Newman, “Ethical Issues in Teaching About Violence Against Women,” Women’s Studies Quarterly 27, no. 1/2 (1999): 197–202.

Leanh Nguyen, “The Ethics of Trauma: Re-Traumatization in Society’s Approach to the Traumatized Subject,” International Journal of Group Therapy 61, no. 1 (2011): 26–47.

Sarah Orem and Neil Simpkins, "Weepy Rhetoric, Trigger Warnings, and the Work of Making Mental Illness Visible in the Writing Classroom," Enculturation, no. 20 (2015).

Diana Pozo, “Trigger Warnings and the Porn Studies Classroom,” Porn Studies 2, no. 2–3 (September 7, 2015): 286–89.

Melissa Redmond, “Safe Space Oddity: Revisiting Critical Pedagogy,” Journal of Teaching in Social Work 30, no. 1 (2010): 1–14.

Patricia Romney, Beverly Tatum, and JoAnne Jones, “Feminist Strategies for Teaching about Oppression: The Importance of Process,” Women’s Studies Quarterly 20, no. 1/2 (1992): 95–110.

Ellen Rooney, “A Semiprivate Room,” Differences: A Journal of Feminist Cultural Studies 13, no. 1 (2002): 128–56.

Jane Tompkins, “Pedagogy of the Distressed,” College English 52, no. 6 (1990): 653–60.

Emma Jane Tseris, “Trauma Theory Without Feminism? Evaluating Contemporary Understandings of Traumatized Women,” Affilia: Journal of Women and Social Work 28, no. 2 (2013): 153–64.

Aaronette White, “Psychology Meets Women’s Studies, Greets Black Studies, Treats Queer Studies: Teaching Diversity and Sexuality Across Disciplines,” Feminist Teacher 16, no. 3 (2006): 205–15.

Stephanie Young and Amie McKibban, “Creating Safe Spaces: A Collaborative Autoethnography on LGBT Social Activism,” Sexuality & Culture 18, no. 2 (2014): 361–84.

Rhoda Zuk and Ann Wetmore, “Teaching the Incest Narrative: Problems and Possibilities,” Feminist Teacher 7, no. 3 (1993): 21–26.