Writing Outside the Lines: Liberation of Teaching Praxis through Social Justice Learning

• In Event: Poster Session 16
  In Poster Session: Trends and Issues in Professional Development

Abstract

This study used an inductive and phenomenological approach to explore teacher’s experiences during their introduction to social justice literature within the context of a summer writing institute. Participants often stated this was a “life-changing experience” and has changed their way of thinking and teaching. The aim was to investigate the process of these phenomena and the implications of change for their teaching praxis. Data analyses were both reflective and experiential from qualitative interviews and other documentation about their experiences of learning through reading and writing about social justice issues. Findings point to 3 distinct steps participants negotiate through during the writing institute as they read and write about social justice issues. These stages and discussions are presented with analytic interpretations.

Authors

• Tamra W. Ogletree, The University of West Georgia

• Michael T. Garrett, The University of West Georgia