Informed by critical trauma theory and by implementing modified principles of trauma-informed care approaches, I conducted art pedagogical practices for women in transitional homes who may have experienced trauma. These artistic practices that possibly enabled their witnessing focused on embodiment, affect, and memory, challenging the traditional discourses on trauma and designated norms for appropriate subjectivity, affect, and narrative related to trauma. By reconfiguring trauma as a cultural phenomenon, not only as a personal experience, I suggest how the field of art education has the potential to facilitate memory work that enables memories--including traumatic ones--to become a site of negotiation, struggle, and meaning-making.