Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students

Johnson, Latrise P.; Sullivan, Hannah

doi:10.58680/rte202030740

Cited by 22 publications

(4 citation statements)

References 33 publications

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“…Critical scholars identify similar features functioning in a K12 writing workshop through rubrics, state assessments and correctness. Previous research has called for teachers and workshop leaders to centre students' literacy practices (e.g., Johnson & Sullivan, 2020; Kelly, 2020; Thakurta & Smith, 2022) and call attention to constraints that instructors impose on students (e.g., Magnifico et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Often, however, K12 students' choices about topics, amount of writing and due dates are stymied by content expectations, high‐stakes assessments and short blocks of instructional time. Johnson and Sullivan (2020) describe high school pedagogies as focusing on “ correctness ” (p. 418), and Magnifico et al (2019) found that rubric‐driven feedback and tight control on peer review processes constrain K12 writers' choices to those that mimic teacher expectations. In a K12 writing workshop, then, operationalising choice requires practices that attend to student authors' visions and de‐centre grading.…”

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

“…To nurture inclusion in post‐secondary ARWWs, Chavez (2021) recommends that workshop leaders actively recruit BIPOC writers, centre BIPOC writing and “ check in with participants about how they're doing, what they're thinking, prompting them to vocalize their insights and fears ” (p. 52). Similarly, to humanise high school writing pedagogy, Johnson and Sullivan (2020) recommend centring Black literary traditions, creating communal writing spaces and implementing activities that foster inclusion.…”

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

“…Additionally, writing workshop texts most often feature white authors, amplifying white students' worldviews and perspectives while erasing those of Black, Indigenous and people of colour (BIPOC) students. Their voices are then further eroded through critique that replicates the aesthetic normativity of those same predominantly white model texts (Johnson & Sullivan, 2020; Kamler, 2001; Kearns, 2009; Lensmire, 1994). In response, Chavez advocates for a radical reshaping of writing workshop using humanising and community‐centred principles.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

Silva,

Raymond,

Brikiatis

et al. 2023

Literacy

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This article documents the authors' modification and implementation of anti‐racist writing workshop (ARWW) practices in the context of an online, drop‐in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white‐normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white‐identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de‐centre whiteness? This question has become increasingly important as politicians in the United States restrict anti‐racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi‐structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

Silva,

Raymond,

Brikiatis

et al. 2023

Literacy

View full text Add to dashboard Cite

show abstract

Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action

Learned¹,

Frankel²,

Brooks³

2022

J Adolescent & Adult Lit

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Playful Multiliteracies: Fan‐Based Literacies' Role in English Language Arts Pedagogy

Lammers¹,

Magnifico²,

Wang³

2022

J Adolescent & Adult Lit

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Standards and their corresponding assessments have continued to narrow English language arts (ELA) curricula, pushing more playful, creative composition to the margins or to out‐of‐school pursuits. Simultaneously, students enjoy writing creatively in many extracurricular spaces and activities, like fanfiction. Building from research showing that fan‐based literacies align with ELA curriculum, this collective case study explores how three secondary ELA teachers incorporated their professional learning about fandoms into their classrooms. Framed in multiliteracies and theories of play, qualitative data generated through interviews, surveys, and artifact collection were iteratively analyzed to establish themes that illuminate how these teachers valued fan‐based literacies within their curricula. Findings reveal teacher perspectives about fanfiction's role in fostering analytic reading of texts, cultivating creative responses to literature, scaffolding essay writing about real questions, and engaging students in the work of ELA. An argument for centering playful reading and writing in classrooms is presented.

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Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students

Cited by 22 publications

References 33 publications

Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action

Playful Multiliteracies: Fan‐Based Literacies' Role in English Language Arts Pedagogy

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