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Humanities
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Rape and Trauma
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Rape and Trauma

A special issue of Humanities (ISSN 2076-0787).

Deadline for manuscript submissions: closed (31 March 2018) | Viewed by 25981

Special Issue Editors

Dr. Gualtiero Piccinini

E-Mail Website
Guest Editor
Department of Philosophy, University of Missouri – St. Louis, St. Louis, MO 63121, USA
Interests: computational theories of mind; the relation between psychology and neuroscience; consciousness; and intentionality
Dr. Michelle Ciurria

E-Mail Website
Guest Editor
School of Humanities and Languages, Morven Brown Bldg., room 324, UNSW, Sydney, NSW 2052, Australia
Interests: moral responsibility and moral psychology; philosophy of psychiatry and psychology; feminist philosophy; argumentation theory

Special Issue Information

Dear Colleagues,

Humanities will publish a Special Issue on rape and trauma. As many feminists have noted, rape is a common source of trauma, yet there is little public discourse in the humanities on the subject. Trauma from any source is even more common—most people experience a traumatic event in their lifetime. Yet there is surprisingly little discourse on trauma. Collecting trauma narratives is important for at least three reasons: (1) discussing traumatic memories can restore a sense of control and agency in the speaker, (2) publicizing trauma narratives contributes to a public understanding of trauma, including how to respond appropriately to trauma survivors, and (3) documenting trauma narratives supports a properly polyvocal and critical approach to trauma, as opposed to the stereotypical, hegemonic, and simplistic notions that tend to prevail in public discourse. In addition, the very definition of trauma is deeply contested, and trauma discourse has implications for various theoretical constructs, such as notions of the self, agency, autonomy, and responsibility. For example, if discussing trauma enhances the speaker’s agency, perhaps this means that agency is inherently relational (see Brison 2003). We invite critical perspectives on rape and trauma from any discipline in the humanities. Papers may draw from any relevant source of evidence, ranging from the empirical sciences to fiction, nonfiction, poetry, and plays.

Prof. Dr. Gualtiero Piccinini
Dr. Michelle Ciurria
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Humanities is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • trauma
  • rape
  • abuse
  • victim
  • survivor
  • identity
  • narrative
  • self
  • agency
  • autonomy
  • responsibility

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Published Papers (3 papers)

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Research

12 pages, 194 KiB  
Article
The Old Wounded: Destructive Plasticity and Intergenerational Trauma
by Brandon D. C. Fenton
Humanities 2018, 7(2), 51; https://doi.org/10.3390/h7020051 - 22 May 2018
Cited by 2 | Viewed by 7431
Abstract
This article addresses a significant gap in trauma theory and philosophy; namely, it develops a partial theory of the subject of intergenerational trauma. This is accomplished through a close examination of Catherine Malabou’s theory of the subject of trauma, as well as by [...] Read more.
This article addresses a significant gap in trauma theory and philosophy; namely, it develops a partial theory of the subject of intergenerational trauma. This is accomplished through a close examination of Catherine Malabou’s theory of the subject of trauma, as well as by contact with the research in epigenetics of Rachel Yehuda, and the research on intergenerational trauma among First Nations people in Canada conducted by Amy Bombay and colleagues. It presents original work that is responsive to recent advances in a variety of fields, including philosophy, psychology, social science, and biology. Full article
(This article belongs to the Special Issue Rape and Trauma)
19 pages, 238 KiB  
Article
The Loss of Autonomy in Abused Persons: Psychological, Moral, and Legal Dimensions
by Michelle Ciurria
Humanities 2018, 7(2), 48; https://doi.org/10.3390/h7020048 - 17 May 2018
Cited by 7 | Viewed by 12014
Abstract
This paper tries to resolve a tension in popular conceptions of intimate partner violence (IPV). On the one hand, we correctly assume that all abused persons are not the same: they have irreducibly plural personalities. On the other hand, we correctly assume that [...] Read more.
This paper tries to resolve a tension in popular conceptions of intimate partner violence (IPV). On the one hand, we correctly assume that all abused persons are not the same: they have irreducibly plural personalities. On the other hand, we correctly assume that abused persons suffer from a loss of autonomy. The puzzle is: if abused persons share deficits in autonomy, why does it not follow that they share a set of personality traits? I argue that the psychological states implicated in autonomy-impairment in abused persons are situation-sensitive responses to salient eliciting conditions, not personality traits. This view has substantive moral and legal implications, as it implies that abusers are responsible for inflicting severe moral harms on victim-survivors, and they may also be liable for unlawful abduction and rape, in case the abused person lives with or has sexual contact with the abuser. This is because the conditions of abuse undermine the victim-survivor’s ability to autonomously consent to cohabitation and sexual contact with the abuser. I argue that the best way of protecting people from autonomy-undermining abuse is public education. Full article
(This article belongs to the Special Issue Rape and Trauma)
17 pages, 255 KiB  
Article
Teaching Incest Narratives, Student Survivors, and Inclusive Pedagogy
by Andrea Nicki
Humanities 2018, 7(2), 45; https://doi.org/10.3390/h7020045 - 11 May 2018
Cited by 1 | Viewed by 5676
Abstract
I examine and challenge the view, expressed by some literary theorists, that writings about trauma should be read and taught differently from other writings because these reflect a desire to heal with the support of a community of readers. I explore some poems [...] Read more.
I examine and challenge the view, expressed by some literary theorists, that writings about trauma should be read and taught differently from other writings because these reflect a desire to heal with the support of a community of readers. I explore some poems about incest, including my own, and the expressed intentions and intellectual processes of the authors. I argue that framing these writings as healing narratives misconceives the writers as healers. I address some challenges in teaching incest narratives and strategies that can help ensure the inclusion of student incest survivors and, generally, student survivors of chronic childhood trauma. While some scholars have emphasized the importance of instructors providing trigger warnings when assigning material about trauma, students of chronic childhood trauma can be triggered by wide-ranging material. I emphasize that these students need to be recognized as a minority group facing disadvantages and discrimination, and discuss how educational institutes and campus services could be improved to better meet their needs. Further, I elaborate how survivor-inclusive pedagogy gives a central place in diverse curricula to first-person narratives and experiences of survivors. Finally, I note some encouraging developments in the fields of psychology and law and make some recommendations. Full article
(This article belongs to the Special Issue Rape and Trauma)
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