Shock Waves: Academic Witnessing as Resiliency Practice
Conference Tracks
Academic/ Professional Development - Research
Abstract
Weingarten (2003) argues shared traumatic events trigger physiological and psychological responses and those responses affect individuals, families, communities, and society. Whether responses are beneficial or harmful depends on how the person(s) processes what has happened. In the case of teaching and learning during COVID-19, faculty served as therapeutic witnesses for one another, allowing this traumatic experience to be worked through individually and collectively. The developing practice of academic witnessing contributed to individual resilience and broader social healing. The present study explores one micro-community of female faculty served to enable its members to recognize, express, and process this common shock.
Session Format
Presentation
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Cruz, Laura and Atterholt, Roxanne, "Shock Waves: Academic Witnessing as Resiliency Practice" (2022). SoTL Commons Conference. 30.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/30
Shock Waves: Academic Witnessing as Resiliency Practice
Weingarten (2003) argues shared traumatic events trigger physiological and psychological responses and those responses affect individuals, families, communities, and society. Whether responses are beneficial or harmful depends on how the person(s) processes what has happened. In the case of teaching and learning during COVID-19, faculty served as therapeutic witnesses for one another, allowing this traumatic experience to be worked through individually and collectively. The developing practice of academic witnessing contributed to individual resilience and broader social healing. The present study explores one micro-community of female faculty served to enable its members to recognize, express, and process this common shock.
