To warn or not to warn? Trigger warnings in arts, humanities and social sciences in UK HE

Research output: Contribution to journalArticlepeer-review

Abstract

Although gender-based violence (GBV) in HE has received considerable attention recently, this has not, typically, extended to a concern with how experiences of GBV impact on student engagement with content about GBV. On the other hand, the emerging research evidence around trigger warnings in HE has not addressed GBV in a consistent way. This article thus aims to bring feminist work on GBV into the trigger warning debate. Drawing on our online survey of 525 teaching staff and focus groups with 42 staff and student-survivors of GBV, we argue for an epistemological shift that encourages a sharing of responsibility and an acknowledgment that there are survivors in all classrooms.
Original languageEnglish
Number of pages18
JournalJournal of Gender-Based Violence
Early online date10 Apr 2025
DOIs
Publication statusE-pub ahead of print - 10 Apr 2025

Funding

This research was funded by a BA/Leverhulme Small Grant, SRG22\221390

Keywords

  • trigger warnings
  • epistemology
  • safety work
  • gender-based violence

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