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Cultivating Literacies of Love: A Portrait of Trauma and Healing in an English Classroom

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Title: Cultivating Literacies of Love: A Portrait of Trauma and Healing in an English Classroom
Language: English
Authors: Sharim Hannegan-Martinez (ORCID 0000-0002-4535-3622)
Source: Journal of Literacy Research. 2026 58(1):56-78.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Trauma, Trauma Informed Approach, English Instruction, Language Arts, Literacy Education, Interpersonal Relationship, High School Students, Peer Relationship, Self Concept, Intimacy, Mexican Americans, Racism
DOI: 10.1177/1086296X261437839
ISSN: 1086-296X
1554-8430
Abstract: In recent years, scholars have argued that there is a need to grow trauma-informed and healing-centered practices in the teaching of literacy. To answer this call, I draw on interdisciplinary scholarship that names loving relationships as integral to the healing process. In this article, I center love as a trauma-informed and healing-centered practice and explore how English language arts/literacy curriculum might facilitate loving relationships. Specifically, this study utilizes a single portrait to understand how one student reflected on her high school journey to loving self, peers, community, and the world, as well as the role that literacy curriculum played in illuminating and fostering those loving relationships. Ultimately, I offer literacies of love as a framework that allows us to both center and foster the type of love that we know is necessary for well-being.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504356
Database: ERIC
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  Data: Cultivating Literacies of Love: A Portrait of Trauma and Healing in an English Classroom
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  Data: <searchLink fieldCode="AR" term="%22Sharim+Hannegan-Martinez%22">Sharim Hannegan-Martinez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4535-3622">0000-0002-4535-3622</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Literacy+Research%22"><i>Journal of Literacy Research</i></searchLink>. 2026 58(1):56-78.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: In recent years, scholars have argued that there is a need to grow trauma-informed and healing-centered practices in the teaching of literacy. To answer this call, I draw on interdisciplinary scholarship that names loving relationships as integral to the healing process. In this article, I center love as a trauma-informed and healing-centered practice and explore how English language arts/literacy curriculum might facilitate loving relationships. Specifically, this study utilizes a single portrait to understand how one student reflected on her high school journey to loving self, peers, community, and the world, as well as the role that literacy curriculum played in illuminating and fostering those loving relationships. Ultimately, I offer literacies of love as a framework that allows us to both center and foster the type of love that we know is necessary for well-being.
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      – SubjectFull: Language Arts
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