Writing Through Fear and Disappointment: Teacher Education and Mentorship as Transformational Critical Literacy Inquiry

• In Event: Moscone Center North Roundtable Session 6
  In Roundtable Session: Arts-Based Educational Research as Learning and Development

Abstract

This conceptual paper addresses three missing components in reflective processes in British Columbia pre-service teacher courses, components that could ensure the power of writing as critical literacy inquiry around learning landscapes, emotions, and coping skills (Poirel, 2014): (1) essential writing skills courses; (2) interdepartmental collaborative writing mentorship; and, (3) continued mentorship in first year teaching. Writing as arts-based inquiry aligns with BC New Curriculum teacher reflection in multi-disciplined unit follow-up as transformative places of teacher inquiry to understand and interpret identity, memories, and hopes (Mills, 1997) and, through student-led inquiry, those of (vulnerable) students (Brennan & Ruairc, 2011). Interpretations of narratives can be shared at quarterly multi-modal presentations through writing and other arts.

Authors

• Lorna Louise Ramsay, The University of British Columbia

• Susan Barber, Simon Fraser University, Vancouver, BC, Canada