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Featuring contributions from a wide array of international scholars, the book explores the variety of representational strategies used to depict female traumatic experiences in texts by or about women, and in so doing articulates the complex relation between trauma, gender and signification.
Featuring contributions from a wide array of international scholars, the book explores the variety of representational strategies used to depict female traumatic experiences in texts by or about women, and in so doing articulates the complex relation between trauma, gender and signification.
Recovering Boarding School Trauma Narratives: Christopher Robin Milne as a Psychological Companion on the Journey to Healing is a unique, emotive and theorised narrative of a young girl’s experience of boarding school in Australia. Christine Jack traces its impact on the emerging identity of the child, including sexual development and emotional capacity, the transmission of trauma into adulthood and the long process of recovery. Interweaving her story with the experiences of Christopher Robin Milne, she presents her memoir as an exemplar of how narrative writing can be employed in remembering and recovering from traumatic experiences. Unique and powerfully written, Jack takes the reader on a journey into her childhood in Australian boarding school convents in the 1950s and 1960s. Comparing her experience with Christopher Robin Milne’s, she interrogates his memoirs, illustrating that boarding school trauma knows no boundaries of time and place. She investigates their emerging individuality before being sent to live an institutional life and traces their feelings of longing and loneliness as well as the impact of the abuse each endured there. As an educational historian, Jack writes in a ground-breaking way from the perspective of an insider and outsider, revealing how trauma remains in the unconscious, wielding power over the life of the adult, until the traumatic memories are recovered, emotions released and associated dysfunctional behaviour changed, restoring well-being. Engaging the lenses of history, life-span and Jungian psychology, feminist and trauma theory and boarding school trauma research, this book positions narrative writing as a way of reducing the power of trauma over the lives of survivors. Personal and accessible, this book will be essential reading for psychologists and educational historians, as well as students and academics of psychology, sociology, trauma studies, ex-boarders and those interested in the life of Christopher Robin Milne.
A powerful personal narrative of recovery and an illuminating philosophical exploration of trauma On July 4, 1990, while on a morning walk in southern France, Susan Brison was attacked from behind, severely beaten, sexually assaulted, strangled to unconsciousness, and left for dead. She survived, but her world was destroyed. Her training as a philosopher could not help her make sense of things, and many of her fundamental assumptions about the nature of the self and the world it inhabits were shattered. At once a personal narrative of recovery and a philosophical exploration of trauma, this bravely and beautifully written book examines the undoing and remaking of a self in the aftermath of violence. It explores, from an interdisciplinary perspective, memory and truth, identity and self, autonomy and community. It offers imaginative access to the experience of a rape survivor as well as a reflective critique of a society in which women routinely fear and suffer sexual violence. As Brison observes, trauma disrupts memory, severs past from present, and incapacitates the ability to envision a future. Yet the act of bearing witness, she argues, facilitates recovery by integrating the experience into the survivor's life's story. She also argues for the importance, as well as the hazards, of using first-person narratives in understanding not only trauma, but also larger philosophical questions about what we can know and how we should live.
This book provides a general overview of the life and literary career of the prolific writer Eva Figes, placing her extensive production within the various literary movements that have shaped the last century, and drawing on the main features of her works and the different stages in her production. Having recourse to the tools provided by narratology and using the theoretical background of the disciplines of ethics, Holocaust and trauma studies, together with other related fields such as theories of artistic representation, identity questions concerning Jewishness, contemporary history and philosophy, it carries out a comprehensive analysis of Figes’s main works. The main starting hypothesis explored throughout the book is that an evolution may be traced in the aesthetics employed by Figes throughout her career – from her initial Modernist phase to her more realist position – to depict individual and collective traumas. This development is a result of her need to find a mode of representing various traumatic events that have given shape to her personal and family history and to our recent collective history, from the two World Wars and the Holocaust to the social exclusion suffered by minority groups like women or the Jewish immigrant communities. This evolution will be also approached thematically, as there is a development from her early interest in depicting isolated male traumatised characters to the traumas suffered by women under patriarchal structures, and, then, to the encounter with her own suffering as a Holocaust survivor. The author’s evolution in the topics and narrative techniques employed mirrors the different stages in the individual and collective processes of recovery from traumatic experiences, from the process of acting out to the eventual healing phase. Thus, the conclusions detailed here will be useful not only to make Figes’ work known to a wider audience, but also to gain an insight into the evolution of the literary tendencies of the last few decades in trying to represent some of the most horrible events of the modern age.
This book provides a comprehensive compilation of essays on the relationship between formal experimentation and ethics in a number of generically hybrid or "liminal" narratives dealing with individual and collective traumas, running the spectrum from the testimonial novel and the fictional autobiography to the fake memoir, written by a variety of famous, more neglected contemporary British, Irish, US, Canadian, and German writers. Building on the psychological insights and theorizing of the fathers of trauma studies (Janet, Freud, Ferenczi) and of contemporary trauma critics and theorists, the articles examine the narrative strategies, structural experimentations and hybridizations of forms, paying special attention to the way in which the texts fight the unrepresentability of trauma by performing rather than representing it. The ethicality or unethicality involved in this endeavor is assessed from the combined perspectives of the non-foundational, non-cognitive, discursive ethics of alterity inspired by Emmanuel Levinas, and the ethics of vulnerability. This approach makes Contemporary Trauma Narratives an excellent resource for scholars of contemporary literature, trauma studies and literary theory.
Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.
A comprehensive guide for the clinical practitioner. The authors draw from a wealth of empirical research as well as numerous case studies to provide a deep understanding of the experience of infertility and how to help guide patients through the process.ùMary P. Riddle, PhD, The Pennsylvania State University, World Campus --
LaTanya McQueen's essays offer a bold examination of the weight history, both personal and societal, places on our present moment. And it Begins Like This is a book brave enough to challenge our accepted notions of the past to put black women in their rightful place, in the forefront of the ongoing struggle for dignity and equality. It's a book that is both moving and absolutely necessary.