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How Morrison's, The Bluest Eye, Relates To Modern Education: Childhood Trauma And The Need For Intervention In The Classroom

2551 words - 10 pages

Today’s education is very important to nations all around the world. We change in order to perfect the system and try to compete for the perfect education system. Our students and children see more and more traumatic events than in the past and also go through more at a young age. We look at our education system and try to pinpoint the main causes. Many studies have been conducted in order to improve our education. Many have learned that because the ease of information to world wide traumatic events and individual events, trauma is the culprit and is holding back our students causing them to suffer academically and decrease the IQ of our students. While issues of intervention in classrooms and trauma may seem unwanted, Morrison’s The Bluest Eye and much of the critical theory related suggests a deeper link, it shows us that intervention is needed in the classroom setting.
The article “The Effects of Trauma Types, Cumulative Trauma, and PTSD on IQ in Two Highly Traumatized Adolescent Groups” describes the correlation between traumatic type, PTSD and IQ. The hypothesis of this study was that the different trauma types have different influences. This article digs into the correlation between traumatic type, PTSD, and IQ. The study consisted of 390 African American adolescents and Iraqi refugee adolescents. The thesis of this study was “that different trauma types have different influences, some positive and some negative” (128). The study concluded that the higher levels of IQ may serve as a ‘premorbid protective” factor or that verbal IQ may be negatively impacted by PTSD symptoms. It was found that performance on standardized tests of memory were severely impaired. This was especially true for children who have been victims of trauma, which in turn affects the child’s brain growth and development (128). The participants were multiply traumatized adolescents from minorities and refugee populations with an increased trauma load. One conclusion derived from the study stated that is was a “mistake” to generalize the results between trauma types to each other. Like some would think, not all traumas are alike and the results vary between individuals and the types of trauma. Also, each individual’s intellectual functions differentiate. “Brain imaging studies confirm that PTSD disrupts the dorsolateral prefrontal cortex, which is responsible for working memory and attention” (136). In conclusion, the evidence of the study provides that some trauma types and IQ outcomes relate with one another.
The lowered IQ of our students in the classroom can be classified under Herman’s idea of constriction. Herman defines constriction as “when a person is completely powerless, and any form of resistance is futile, she [he] may go into a state of surrender” (Herman 42). This can affect our students because their self-defense fails and shuts down. This also causes students to never cope with what they are dealing with. When students do not...

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