35.075 - Writing Our Truths: Culturally Sustaining Writing as Disruptive Intervention in a Post-Truth Era

Session Type: Symposium

Abstract

This symposium unites four scholars’ research and teaching of culturally sustaining writing pedagogies (Paris & Alim, 2017) in distinct, yet connected, writing contexts with Latinx , Black and Asian youth. In the face of the white supremacist heteropatriarchal structures in which schooling exists, these scholars have developed and implemented critical writing interventions to address the needs, desires, and brilliance of the youth of color with whom they work. The scholars focus on the creation of writing spaces guided by the lived experiences of youth, which reveal how critical engagements with writing can operate as sites of refusal, celebration, and love. This symposium offers opportunities for scholars to reimagine how writing curriculum might serve as a disruption in the “post-truth era.”

Sub Unit

• SIG-Writing and Literacies

Chair

• Maria E. Franquiz, University of Utah

Papers

• Urban Black Youth's Critical Collective Compositions as Method for Resisting Antiblack Textual Suppression - Justin Avery Coles, Fordham Graduate School of Education

• "He Kicked Me Out": Generating Space for Writing Refusal Among Academically High-Achieving Black Male Secondary Students - Sakeena Everett, University of Georgia - Athens

• Escribiendo Para Vivir/Writing to Live: Latina Adolescent Girls and Their Parents Writing, Resisting, and Rising - Tracey Terece Flores, The University of Texas at Austin

• "We Have So Much Power in the World": A Pedagogy of Critical Celebration for Girls of Color - Grace D. Player, University of Connecticut - Storrs

Discussant

• Valerie Kinloch, University of Pittsburgh