Contents Foreword?Gerald Campano? vii Acknowledgments?ix 1.?What Does Trauma Mean for Literacy Classrooms??1 What Is Trauma??4 Classrooms as Sites of Testimony and Witness to Trauma?6 Contexts and Ideas We?ll Explore?11 2.?Pedagogies of Testimony and Critical Witness in the Literacy Classroom?15 Navigating Approaches to Trauma in Education ?17 Tenets of Pedagogies of Testimony and Critical Witness?22 Enacting Testimony and Critical Witness ?37 Finding Your Pedagogical Metaphor ?40 3.?Pedagogies of Testimony and Critical Witness in Practice?43 Integrating Testimony and Witness into Literacy Instruction?47 The Lemonade Club Unit?50 Children?s Stories?52 Reflections on the Lemonade Club Unit?55 4.?Testimony and Critical Witness to Trauma Across Genres ?57 Genre Study and Testimony to Trauma?59 Poetry?60 Letters?67 Informational Genres?71 Narrative Genres?78 Reflections on Genre and Children?s Traumas?84 5.?Tracing Children?s Testimonies to Trauma Across the School Year?87 Children Weaving Testimony into Literacies Over Time?89 Classrooms as Sites of Swirled Stories ?95 Reflections on Tracing Testimony and Witness Across Time ?99 6.?Conclusion?103 Living the Tenets of Testimony and Critical Witness?105 Teachers? Well-Being in the Midst of Commitment?109 Seeking Connection and Collaboration?110 Embracing Process in Centering Trauma as Powerful Pedagogy?111 A Coda?and Final Suggestion for Reflection, Discussion, and Practice?113 Afterword?Megan Ollett ?115 References?117 Index?123 About the Author?131.