“Why would a dead girl lie?”: Hannah Baker as Willful Child ‘come to voice’ in 13 Reasons Why

This paper examines representations of hostile and benevolent sexism in the young adult novel 13 Reasons Why (Asher, 2007), and how the female protagonist, Hannah Baker, resisted such manifestations of rape culture. Hannah exercised such resistance by taking on a willful girl-child (Ahmed, 2014) subject position through the creation of her métissage of taped testimonial messages recorded for thirteen peers who in some way influenced her death by suicide. As such, her project enabled Hannah to ‘come to voice’ (hooks, 1994) particularly in response to three sexist characters – Tyler, Bryce, and part-time narrator, Clay

Famished: On finishing Hunger by Roxane Gay

This poem was written in response to Roxane Gay’s extraordinary new memoir Hunger: A memoir of (my) body (2017), which explores her experience(s) with fatness and living with memories of sexual trauma. In reading this memoir, I was struck by Gay’s unflinching confrontation of the violence she endured and current lived experiences, but also, how she uses her vulnerability as a site for resistance. After reading this book in one sitting, I was moved to respond; as such, my offering is the following piece where I aim to capture some of my immediate ruminations after reading the final lines

“I feel like I’m more likely to get triggered, I guess?”: A poetry cluster about safety in rape culture research

This paper offers and explores a poetry cluster of found list poems written from data collected in a feminist literacy education research study. The larger project examined secondary English teacher candidates’ responses to teaching and learning about sexual assault narratives from a trauma text set, as well as pedagogy for addressing sexual violence, rape culture, and Tarana Burke’s MeToo movement, in the literature classroom. The selected poems are raw, much like the subject matter they collectively speak to, and function together as micro collection that carry a particular politics: exploring what it means to resist rape culture as a witness of, and, potentially, as a teacher of, trauma stories

The Departed Girl

This poem is inspired by a participant in Sunde-Peterson’s (2014) case study that explored how a gifted youth faced adversity. The participant who inspired the subject of this poem faced much trauma; Sunde-Peterson was interested in how this impacted her development, while this poem attempts to imagine her escape beyond the data collection period. Like Sunde-Peterson, the speaker of this poem also posits that how gifted youth respond to trauma warrants more attention. Amber Moore is a Ph.D. student at the University of British Columbia studying language and literacy education with the Faculty of Education. Her research interests include adolescent literacy, trauma literature, and exploring gender and sexualities issues in school. She also enjoys writing poetry and creative nonfiction

Point-Point-Point : Une enquête poétique critique féministe sur le silence dans les réponses des candidats à l'enseignement des récits d'agression sexuelle

This project emerges from a larger feminist study where 23 teacher candidate participants took up reading a trauma text set of sexual assault literature and responded to pedagogy for teaching such narratives with adolescents in Canadian K-12 public schools. This critical feminist poetic inquiry (Faulkner, 2016; 2018a; 2018b; 2020a; 2020b; Ohito & Nyachae, 2018; Prendergast, 2015) represents a significant piece of this project: how breath, pauses, slivers of silence(s), and slow pacing surfaced during teachers candidates’s disclosures of violence while discussing their learning about the pedagogical potential of Tarana Burke’s MeToo movement, centering sexual assault narratives in the English literature classroom, and resisting rape culture(s). Because participants’ testimonies of diverse trauma experiences demanded poetry of witness (Davidson, 2003), poetic inquiry allowed for attendance to these offerings through the composition of visual ‘silence poems’ that re-transcribe the disclosures by capturing nonverbal moments: gaps, pauses, trailings off, etc. With the aim of thinking ahead to how secondary English teachers might cultivate radical classroom communities prepared to cultivate radical solidarity as resistance to patriarchal violence, this paper explores how poetic inquiry might especially offer a significant methodological entrypoint for antirape research.Cet article porte sur l'enquête poétique féministe critique qui faisait part d'une étude féministe plus vaste, dans le cadre de laquelle 23 candidates à l'enseignement ont lu le traumatisme d'une agression sexuelle et ont réagi à la pédagogie vers l’enseignement de tels récits à des adolescents dans des écoles publiques canadiennes. Cette enquête poétique a cherché à comprendre comment le souffle, les pauses, les tranches de silence et le rythme lent sont apparus pendant les révélations de violence des candidats enseignants. Ces révélations sont apparues lors de l'apprentissage et de la discussion du potentiel pédagogique du mouvement #MoiAussi de Tarana Burke, en centrant les récits d'agression sexuelle dans la classe de littérature anglaise et en résistant à la culture du viol. Les témoignages des participantes sur les divers traumatismes qu'elles ont vécus exigeaient une poésie du témoignage. L'enquête poétique s'est intéressée aux témoignages de manière visuelle, sous forme de poèmes de silence. Les poèmes du silence ont retranscrit révélations des participantes pour inclure la capture de moments non verbaux, tels que les écarts, les pauses et les abaissements. Les poèmes comportaient également des parties occultées pour indiquer les moments où le chercheur s'est arrêté et a gardé le silence en tant que témoin. Dans le but de réfléchir à la manière dont les professeurs d'anglais de l'enseignement secondaire pourraient cultiver une solidarité radicale dans les communautés scolaires pour résister à la violence patriarcale, cet article explore la manière dont l'enquête poétique pourrait offrir un point d'entrée méthodologique significatif pour la recherche anti-viol

Patient Experience Rounds (PER): Real-time feedback to improve the patient experience and quality of care

While patient feedback is critical to improving the patient experience and clinical care, we are currently limited in our ability to collect feedback in real-time from hospitalized patients. This paper describes our experience and outcomes implementing Patient Experience Rounds (PER). Our model uses trained former patients or family members as volunteers to collect feedback in real-time. Through this feedback, we were able to identify areas for improvement, make adjustments in the moment, and provide targeted feedback to providers. A total of 321 patient encounters were recorded by eight PER advisors. Nursing staff received the highest percentage of positive comments. 49% of patients offered a special mention to recognize a staff member. 33% of patients offered a comment in response to the question, “What is one thing that would improve your experience.” In 16% of encounters, the advisor identified an issue or concern that required near-term follow up. This work has the potential to improve the patient experience and may be beneficial to hospitals seeking novel methods for rapidly improving the patient experience. Experience Framework This article is associated with the Patient, Family & Community Engagement lens of The Beryl Institute Experience Framework. (http://bit.ly/ExperienceFramework) Access other PXJ articles related to this lens. Access other resources related to this lens

Guiding Chinook salmon recovery projects towards a more resilient future

Changing climate conditions, along with land-use and other ecological changes, are affecting the health, vitality, and resilience of Chinook salmon populations in watersheds throughout Puget Sound. Restoration and protection projects are designed to address the most critical factors affecting salmon populations. However, with climate change, these factors may change: the medium- and long-term success of the projects and expected benefits to salmon may be compromised and/or current investments may not achieve expected results. The Puget Sound Partnership recently released guidance to help project sponsors and local salmon recovery lead entities identify key climate-related risks for Chinook salmon, guide project sponsors in their development of projects in a changing climate, and provide more robust review criteria for funding decisions. The guidance builds from the work of others and informs complementary projects underway (e.g., Washington Sea Grant’s Coastal Resilience Project). This presentation will provide an overview of the guidance, demonstrate intended use, and provide examples of pilot projects applying the guidance in Puget Sound