Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy

Barnes, Meghan E.; Coffey, Heather

doi:10.1108/etpc-02-2020-0011

Cited by 3 publications

(6 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The ways in which the poets experienced ownership over their writing echo the literature on authentic writing as foregrounding freedom and choice (Barnes and Coffey, 2020;Behizadeh, 2019). However, the ways in which we saw ownership enacted in this space went beyond choice over topics, genre or forms; participants also enacted ownership over the purposes of their writingthe impact they wanted it to have in the world and the ways they represented and expressed themselves, their cultures and their identities.…”

Section: Developing Disciplinary Literaciesmentioning

confidence: 79%

“…Although we believe that "authentic" vs "inauthentic" is a false dichotomy, we have chosen to highlight authenticity in understanding the disciplinary work of youth writers. Literature exploring authenticity in writing (Barnes and Coffey, 2020;Behizadeh, 2019;Wargo, 2019) has pushed us to think about authenticity as connected to writers' experiences and interests, and to the rhetorical context in which they are writing. Importantly, this framing of authenticity within writing does not limit "authentic" writing tasks to those with which students are already competent, as students do not need to come to school to learn what they already know (Moje, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Based on extant literature around authenticity in writing, we define authenticity in writing as connected both to writers' experiences and interests, and the rhetorical context in which they are writing (Behizadeh, 2019). Barnes and Coffey (2020) distinguish between what they call "traditional writing instruction," which is "dominated by teachers," and a more authentic approach, which "broadens the scope of writing instruction to include attention to the ways that the writing form must flex to audiences, purposes, platforms, and genres" (p. 314). Wargo (2019) provides a framework for authentic writing, articulating how teachers can support students in "mixing" elements of authenticity to support learning of discipline-specific knowledge and "bridge" across in-and out-of-school contexts (p. 544).…”

Section: Authenticity In Writingmentioning

confidence: 99%

“…These notions of freedom, choice, and ownership intersect with other literature addressing the potential of authenticity to empower writers. In studying youth writers participating in a critical service learning project, Barnes and Coffey (2020) found that engaging with more authentic writing opportunities left students feeling empowered and confident about their writing and potential to make real-world impacts (p. 322).…”

Section: Authenticity In Writingmentioning

confidence: 99%

“…This may also mean working with students to develop assessments that help them to evaluate the rhetorical work they wish to accomplish with their writing, and whether they have achieved the goals that matter to them (Behizadeh, 2019). We should support students to choose topics that are authentic to them, and provide authentic audiences for students so that their teachers are not the only reader of every piece (Barnes and Coffey, 2020).…”

Section: Developingmentioning

confidence: 99%

See 4 more Smart Citations

“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team

Lesus

Vaughan

2022

ETPC

View full text Add to dashboard Cite

Purpose This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy. Design/methodology/approach In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants. Findings The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context. Practical implications This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction. Originality/value By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.

show abstract

Section: Developing Disciplinary Literaciesmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Authenticity In Writingmentioning

confidence: 99%

Section: Authenticity In Writingmentioning

confidence: 99%

Section: Developingmentioning

confidence: 99%

See 3 more Smart Citations

“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team

Lesus

Vaughan

2022

ETPC

View full text Add to dashboard Cite

show abstract

Writing to grieve: Solidarity in times of loss in educational community spaces

Peachey,

Lee

2023

J Adolescent & Adult Lit

View full text Add to dashboard Cite

This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and a sense‐based pedagogy lens, we explore how various forms of literacy and multimodalities allowed this community to grieve and foster solidarity in a time of loss. We conducted several rounds of inductive and emotion codings to identify key themes from our data sources which included student work/publications, social media posts, organization communication, videos, focus groups, and staff interviews. Our preliminary findings show that (a) reciprocal vulnerability developed over time can produce solidarity; (b) writing can be a restorative act in collective loss; and (c) writing through grief positions students as leaders of their communities. Through this study, we provide educators and community members with potential tools for developing spaces for restorative education and supporting collective resilience through literacy practices.

show abstract

Annotated Bibliography of Research in the Teaching of English

Beach¹,

Bigelow²,

DeLapp³

et al. 2023

Research in the Teaching of English

View full text Add to dashboard Cite

in each of the bibliography's nine subject areas over the past year. Team members reviewed library databases such as Education Full Text, WorldCat, EBSCO, and ERIC, as well as leading empirical journals, to select relevant reports in each area of the bibliography. Because this bibliography is published for readers of Research in the Teaching of English, we asked contributors not to include articles from RTE, which would most likely already be familiar to the audience.The expert teams looked for major or large studies that held significant implications for teaching English language arts, as well as research that might lead to new insights into the paradigms or methodological practices within a given field in the coming years. Of course we could not include every high-quality research study conducted in the nine content areas of this bibliography over the past year; instead, the background knowledge and perceptions of the contributors worked together to construct a manageable body of important research that RTE readers might want to explore further.As was the case for previous versions, this year's bibliography is available solely as a downloadable PDF file at http://www.ncte.org/journals/rte/biblios. We appreciate the fact that NCTE has provided free access to these annual bibliographies going back to 2003.Readers can search the PDF for relevant research by using the "Find" feature on Adobe Acrobat to locate particular topics, authors, or journals. To engage in topic searches, readers can also use the tags listed both below and in the beginning of each section. These tags represent some of the most common topics inductively derived from the abstracted studies. While there could be many more tags, we wanted to limit them to a manageable number. Each abstract has been assigned up to four tags, beginning with a section tag (for example, #digital/technologytools) and, in many cases, followed by another section tag (for example, #reading). Because many of the studies in this bibliography fall into multiple categories, readers can search for such studies by entering both section tags (for example, #literaryresponse/ literature/narrative #reading).We hope that this searchable bibliography, which has been edited to select high-quality research and which includes abstracts created by the contributors, continues to provide a valuable service to the RTE scholarly community.

show abstract

Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy

Cited by 3 publications

References 7 publications

“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team

“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team

Writing to grieve: Solidarity in times of loss in educational community spaces

Annotated Bibliography of Research in the Teaching of English

Contact Info

Product

Resources

About