Patriarchal Trauma and the Virtuous Archetype of the Mansplained Public School Teacher
Notice bibliographique
Résumé
I became an elementary school teacher to nurture "the vital spark that 'wants' to incarnate in the empirical personality" (Kalsched, 2013, p. 20).Eventually, I found that I could not prevent the system's perpetual imposition of trauma on children.Ultimately, I left my beloved profession because it became too painful to participate in the psychological annihilation of my students and of myself.This essay explores, from a Jungian perspective, the archetypal underbelly of the patriarchal public school system that inflicts trauma upon children and female teachers.With a master's degree in instruction and curriculum and advanced certification in early childhood cognitive and academic language development, I was what the federal government designated a "highly qualified" English Language Learners (ELL) teacher.To comply with No Child Left Behind, the 2001 federal education reform act, a school district hired me to teach at an impoverished Title I school.I quickly realized that the adopted curriculum was educationally unsound for non-native English-speaking students, so I designed writing workshops to inspire and empower them to learn English as they developed sensory-based personal narratives.Surprisingly, colleagues devalued the projects I created and followed what I observed to be a meaningless, aggressively marketed, and expensive curriculum that obliterated children's experiences.Several times a day, I entered K-5 classrooms and witnessed traumatizing incidents leading to dissociation as ELL students were denied affection, affirmation, and recess because they could not complete dull worksheets in a language they did not know.In such painful moments, vital sparks are extinguished.Souls cannot dwell.Aspects of a personality can split off or disassociate to protect a person from the full impact of such frequent dehumanizing episodes.Parts of these painful experiences become inaccessible to consciousness, encoded in different parts of the brain."Afterward, we can't tell our story as a coherent narrative" (Kalsched, 2013, p. 23).From a Jungian perspective, trauma threatens to shatter "the psychosomatic unity of the personality to its very core" by overwhelming a person with "intolerable affects that are impossible to metabolize, much less understand or even think about" (Kalsched, 2013, p. 11).As Kalsched's (2013) vision of the psychological wounding of children was enacted, my students and I felt confusion, anger, and pain."Trauma constitutes an interruption of the normal processes through which an embodied, true self comes into being" (Kalsched, 2013, p. 19).I began writing a novel to address the cognitive dissonance I experienced when my attempts to advocate, educate, and care for vulnerable children were thwarted by
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,015 | 0,054 |
| Communication savante | 0,009 | 0,008 |
| Science ouverte | 0,001 | 0,009 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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