tag:blogger.com,1999:blog-17974015.post9022246784794985454..comments2024-03-15T01:11:32.832-07:00Comments on Bardiac: Trigger Warnings?Bardiachttp://www.blogger.com/profile/11846065504793800266noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-17974015.post-71851519780626906462016-09-09T17:35:25.509-07:002016-09-09T17:35:25.509-07:00Huh, I have to admit that I do warn that some of t...Huh, I have to admit that I do warn that some of the images are going to be graphic when I show WWI photographs, but it would never occur to me to do it for a work of fiction or film (although there were some times, in retrospect, when I probably should have done). Fictional representation of violence simply doesn't bother me, because in my head it's in a totally different category than real-world violence (if anything, I find it a moderately enjoyable adrenaline rush), and I guess I tend to assume it's the same way for everyone.Fretful Porpentinehttps://www.blogger.com/profile/11165078003123517013noreply@blogger.comtag:blogger.com,1999:blog-17974015.post-80930472290115880852016-09-09T15:06:44.003-07:002016-09-09T15:06:44.003-07:00Ditto on low tolerance myself.
Anita Sarkeesian...Ditto on low tolerance myself. <br /><br />Anita Sarkeesian had a really great video series of depictions of violence against women in video games. This, of course, is why she's received so many threats.<br /><br />I do have trigger warnings in my one class that needs them (the inequalities class). I don't call them trigger warnings, I just warn about the content. When I took over the class it was about 80% dead babies, and now it is much less of that. But we still have to learn about sad things. Because inequalities lead to sad things.nicoleandmaggiehttp://nicoleandmaggie.wordpress.comnoreply@blogger.comtag:blogger.com,1999:blog-17974015.post-5248746396191651172016-09-09T08:15:35.392-07:002016-09-09T08:15:35.392-07:00Because of the particular courses I teach, I'm...Because of the particular courses I teach, I'm rarely if ever teaching material that one might anticipate anyone else having a big emotional reaction to. But just last week I put a note in my syllabus about an assignment that asked students to listen to a Radiolab episode about someone who--it turns out--committed suicide. The episode itself is about the way this man pursued a series of questions about altruism and selflessness, and in my assignment we're exploring how Radiolab uses questions to complicate rather than simplify issues. I was rather shocked in the last minute of the episode to hear the narration of someone discovering the suicide. Since that was surprising and not really related to the content, I did note that it happens in the last minute so students could be prepared. This has got me thinking about preparing students in two ways: one, when the content itself might be hard (e.g. I have a colleague in Poli Sci who teaches things like history of sexual assault--she lays a lot of groundwork first and always assumes there will be students who have been assaulted at some point in the past in the room) and moments like my class, where something might be hard, but it's not the key detail.<br /><br />I'm with you: have always had a low scary tolerance and really really don't want to read graphic violence.susanhttps://www.blogger.com/profile/12000470374101306070noreply@blogger.com