Author: David Miller

Volume 9 Issue 1-2

JLTS 9_1-2 cover

“Sólo te voy a decir”: Sexual Trauma in Consuelo García’s Las cárceles de Soledad Real (1982)
Deborah Madden

“Something I feel so shamed about still”: Postcolonial Trauma in Austin Clarke’s The Polished Hoe
Judith Broome

Language, Memory, Massacre: The Legacy of Trauma among Chechen Diasporas
Rebecca Ruth Gould

Writing the Self in Jane Eyre: A Study in Trauma
Meera Jagannathan

Decolonizing Climate Trauma Narratives: Eco-Ancestral Connecting in Case’s “Animals at the Eve of Extinction” and Indigenous Survivance in Lin’s Rise
Lara-Lane Plambeck

Review
Laura Lazzari and Nathalie Ségeral, eds., Trauma and Motherhood in Contemporary Literature and Culture
Emanuela Caffè

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Volume 8 Issue 2

JLTS 8:2

Resilience and Trauma in Alexandra Fuller’s Memoirs
Lena Englund

Witnessing Impossibility: The Traumatic Theater of Rachel Neuburger’s Nepenthe
Leonie Ettinger

Anna Kavan’s Ecologies of Trauma: Who Are You? and Ice
Alice Hill-Woods

Airing Trauma on the BBC Third Programme
Jeremy Lowenthal

(Not) Looking Back, Looking Forward: Post- and Future Memory in Everywhere at the End of Time
Alexandra Weiss

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Volume 8 Issue 1

front cover 8:1

Palestinian Postmemory: Melancholia and the Absent Subject in Larissa Sansour’s In Vitro, Saleem Haddad’s “Song of the Birds,” and Adania Shibli’s Touch - Layla AlAmmar

Therapeutic Applications of Ciné-théâtre in Reframing Trauma Narratives and Attenuating Posttraumatic Distress in the Survivors of Sexual Violence: Koffi Kwahulé’s Les Recluses - Eric Wistrom

Testimony, Aporia, and the Holocaust in the Poems of Dan Pagis - Ashok K. Mohapatra

Trauma and Colonial Specters in Assia Djebar’s Fiction - Amar Guendouzi

A Russian Poetics of Trauma: Encounters with Death and the Literary Reclamation of the Individual - Laurie Vickroy

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Volume 7 Issue 2

Revisiting the Sites of Trauma: The War Poetry of Siegfried Sassoon, Edmund Blunden, and Richard Hugo
Michael Sarnowski

Ricoeur’s Theory of Metaphor as Trauma Praxis
Iris J. Gildea

Dystopia, Trauma, and Resignation: A Reading of Perec’s W, or the Memory of Childhood and Ishiguro’s Never Let Me Go
Annabel Herzog

Postmemory’s Graphic Symptom: Disembodied Voice, Repetition Compulsion, and Working through Trauma in GB Tran’s Vietnamerica
Jin Lee

Forms of Mediation in Ari Folman’s Waltz with Bashir
Donato Loia

Book Review
Guy Beiner, Forgetful Remembrance. Social Forgetting and Vernacular Historiography of a Rebellion in Ulster
Catriona Kennedy

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Volume 6 Issue 1-2 Literature and Trauma after Hiroshima: A Japanese-English Bilingual Issue

JLTS 6:1-2

This bilingual issue has a threefold purpose: to expose, map, and encounter the primary moment of the catastrophe from a Japanese perspective—made available here to most Anglophone readers for the first time. The concomitant and secondary effort is aimed at examining some of the patterns of evasion and repetition that characterize the suppressed moment of cultural and historical adaptation and reaction to the catastrophe, with the final hope of opening up the debates surrounding the critical responses to the atomic bombings, understood as one of the central traumatic “limit events” of our epoch, to an alternative set of cultural, critical, and literary perspectives.

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Call for chapters

Contributions are invited for consideration to be published in a collection of essays on trauma informed pedagogy in the college classroom. Recent evidence has become clear and compelling that many students enrolled in colleges and universities across the U.S. and internationally suffer from effects of multiple forms of traumatic experiences.  These include but are not limited to experiences of childhood abuse, sexual abuse, the trauma of living within a culture riven with racism, misogyny, and homophobia, and the trauma induced by the disruptions and migrations resulting from environmental and political upheaval.  Additionally, many of our students (as well as faculty, staff, and administrators) grapple with the indirect but potent consequences of historic and intergenerational trauma.  The impact of these various forms of trauma manifest in weakened classroom performance, diminished academic success, failure to matriculate, and increased rates of mental health disorders.

This call seeks chapters on approaches to teaching and learning that account for and are responsive to the various traumatic histories and experiences our students bring to the classroom. The overall thesis for the book responds to the question, “How can we develop and implement trauma informed pedagogical practices that support the wellness of all students and create the conditions for their academic and personal success?”

Welcome for consideration are essays on specific pedagogical approaches, practices, activities, and assignments as well as more theoretical chapters that will contribute to more informed approaches to teaching and learning.

Possible subjects for consideration:

            Creating supportive and inclusive classrooms

            Trauma and disability studies

            Teaching about trauma and trauma studies in the age of trigger warnings

            Integrating Mindfulness into the classroom

            Ethnic, Gender, and Queer Studies and healing from trauma

            Writing as healing

            Institutional and systemic responses to trauma

Please submit a one to no more than two page (500 – 1,000 words) abstract of a chapter that you wish to be considered for this collection by October 14, 2019.

Please note that any scholarly work involving students, their work, or other human subjects must be in compliance with all polices, regulations, and laws applicable to the protection of human subjects in research. If you have questions about your work and compliance with these requirements, you should consult with your home institution’s Institutional Review Board (IRB).

Please send all abstracts and inquiries to

Dr. Ernest Stromberg

Professor of Rhetoric and Communication

California State University Monterey Bay

estromberg@csumb.edu

“After Hiroshima” Symposium

Professor Kinya Nishi, Konan University, Japan 
"A Postmodern Hiroshima? Trauma, History, and Poetic Language in Modern Japan"
10th November, 1.30-3.00 pm, Manchester Metropolitan University, GM302 .
Organised by Dr David Miller, Department of English Studies, MMU, with the generous assistance of the Daiwa Anglo-Japanese Foundation.

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Volume 5 Issue 1 North African, Armenian and Arab Literatures

JLTS 5:1

The articles here—focusing on the experience and manifestations of trauma in North African, Armenian, and Arab literatures— seek to articulate the relationships of trauma, suffering, and literature in critical and hermeneutic modes that are rooted in the contexts themselves. One strand that stands out in all the articles here is a concern with the “history” of suffering and the possible narration, poetic or prosaic, of the past and the struggle that must occur for the essential nature and significance of that suffering to emerge into clear and full historical recognition. This issue attempts to contribute to this necessity, incorporating articles that cover notions as diverse as the concept of “Levantine literature” and the status of the “voice” in a dialogue of Jewish and Arab literatures, the public role of the poet in relation to human rights and illegal incarceration, the gendering of the Algerian national liberation struggle, and the conceptual and literary significance of the attempted Armenian genocide. All these articles attest to a strong sense of an expanding perspective and the renewing force of literature and trauma studies as it establishes its conceptual vigour and literary and intellectual significance.

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Volume 4 Issue 1-2 – Figurations of Postmemory

JLTS 4:1-2

Guest Editors: Emmanuel Alloa, Pierre Bayard, Soko Phay

From the Guest Editors' Introduction:
"The concept of postmemory has received some attention over the past few years in the field of literary and memory studies and beyond. Like the conference before it, this special issue seeks to assess the concept’s diagnostic relevance for dealing with the question of the aftermath of extreme violence. Taking as its starting point the genocidal experience of the Holocaust, the special issue asks what it would mean to apply the notion of “postmemory” to other cases of traumatic memory in the 20th century: in particular, the genocides perpetrated in Armenia, Cambodia, Rwanda, and Bosnia. Although wide-ranging in temporal distance from the present, all of these cases raise the question of how memories of such traumatic events remain active even among those who have not personally witnessed them, as well as the question of how to address these sorts of indirect memories."

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