In Pursuit of Equitable Writing Instruction: Examining “Sites of Tension” in Writing Teacher Education

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Exploring Literacies Through Self-Study (Table 11)

Abstract

As seven white monolingual writing teacher educators (TEs) from six universities, we used collaborative self-study methodology to explore the tensions inherent in implementing equity-centered writing instruction. Committed to empower teacher candidates (TCs) to enact equitable writing instruction, we supported and challenged one another through monthly, virtual meetings as critical friends, discussing writing practices (e.g., conferencing, minilessons) to explore how given instructional practices for teaching writing can be taken up in both equitable and oppressive ways. Results indicate that “best writing practices” are not necessarily equitable or just, and need to be interrogated and taught in ways that embed equity; and that equitable writing instruction will not occur unless TEs and TCs engage in critical reflection and identity work.

Authors

• Wendy L. Gardiner, Pacific Lutheran University

• Amy Leigh Tondreau, University of Maryland - Baltimore County

• Chelsey Bahlmann Bollinger, James Madison University

• Danielle Louise DeFauw, University of Michigan - Dearborn

• Vicki McQuitty, Towson University

• Pamela J. Hickey, Towson University

• Lori Czop Assaf, Texas State University