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Monika Fabijanska's groundbreaking exhibition The Un-Heroic Act showcased 20 representative artworks to survey the iconographic variety of representations of rape in contemporary women's art in the United States since the 1960s. Organized by the Andrew and Anya Shiva Gallery at John Jay College, City University of New York in 2018, the exhibition's wide range of pieces was brought together in dialogue for the first time to confront prevailing sexual violence misconceptions, rape myths, and to fill the void in women's art history.

In this chapter, Fabijanska is interviewed to glean insight into the curatorial strategies she deploys as challenges and sensitivities surrounding rape play out in the context of an art exhibition and catalog. Although The Un-Heroic Act has attracted substantial media coverage and scholarly attention, the role of curatorial intention and considerations in mediating difficult content to viewers in an educational setting, and shaping understanding of a complex issue, has not yet been explored in depth. Through this interview, these pertinent questions are unpacked.

Addressing some of the curatorial challenges she faced, Fabijanska brings to light the value that exhibition texts, audience engagement programs, contextualizing comments, and teaching hold. She shares her careful selection process, highlighting the necessity of taking a collaborative approach and working toward crafting “safe spaces” within which difficult questions can be broached.

This edited volume brings feminist theory, critical pedagogy, and trauma theory in conversation with one another in order to analyze how gender-based violence is being discussed in educational settings. Lines of inquiry include how and why this topic is being carried out, suggestions for the future, as well as recognition and respect for the emotional toll embedded within these important conversations. In the introduction to the volume, the editors lay the foundation for understanding how the genres and topics communicate with one another to contextualize learning as intellectual, emotional, reciprocal, and ever-changing.