Affiliation:
1. George Mason University, USA
2. Forest Park High School, USA
3. West Potomac High School, USA
4. Stafford Middle School, USA
Abstract
In this chapter, the authors (who represent a wide range of boundary-spanning roles and experiences, including early- and mid-career teachers, a university-based teacher educator, and a high school student) describe their implementation and examination of the “Story of Injustice” project. This equity-focused writing project was conducted across 10 years in a university master's licensure program and, recently, in the high school classroom of a program graduate. The authors elaborate on the pedagogical contexts and considerations for implementing the “Story of Injustice” project in secondary and higher education settings. They discuss the value of “narrativizing” our experiences, hypothesizing that to scaffold teacher candidates toward equity-focused writing instruction stances and practices, we might first inquire into their notions of injustice, using narrative to make these topics accessible. They use a portraiture methodology to present some of the complex and often poignant stories of the students with whom they've worked and to suggest implications for English teachers' practices.
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