When teachers write and heal together: Using critical race theory and historically responsive literacy in digital 3rd space.

Saved in:

Bibliographic Details
Title:	When teachers write and heal together: Using critical race theory and historically responsive literacy in digital 3^rd space.
Authors:	Vega, Vanessa E.¹ vega12@usf.edu, Perry, Tonya B.² tperry@miles.edu, Pryor, Naomi³ naomi.pryor@butlerco.k12.al.us, Henderson-Green, Sonjanika⁴ hendersonsdjj@gmail.com
Source:	Writing & Pedagogy. 2023, Vol. 15 Issue 1/2, p181-196. 16p.
Subject Terms:	Digital literacy, Teachers, Critical race theory, Digital technology, Race discrimination, Joy, Public spaces
Abstract:	The spring and summer of 2020 were rife with tension emanating from hate speech, racial violence, and a global health pandemic. Educators deliberated over the uncertainties of equitable access to learning, healthcare, and wellbeing. This article will describe how the Red Mountain Writing Project created a third space (Gutierrez, 2008) grounded by Critical Race Theory (CRT) in education (Solorzano & Delgado Bernal, 2001; Solorzano & Yosso, 2001) and Historically Responsive Literacy (Muhammad, 2020) to center the lives of teachers, their experiences, and their stories during a tumultuous time. The authors will share how they built and maintained a supportive virtual space for teachers to critically examine and reflect on their lived experiences, social awareness, sense of agency, and anti-racist teaching and writing practices. Now, after more than two years, teacher-writer communities are especially needed -- third spaces where teachers from diverse backgrounds can hold space together and engage in writing to heal, find joy, empathize, and amplify their experiential knowledges. [ABSTRACT FROM AUTHOR]
	Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The spring and summer of 2020 were rife with tension emanating from hate speech, racial violence, and a global health pandemic. Educators deliberated over the uncertainties of equitable access to learning, healthcare, and wellbeing. This article will describe how the Red Mountain Writing Project created a third space (Gutierrez, 2008) grounded by Critical Race Theory (CRT) in education (Solorzano & Delgado Bernal, 2001; Solorzano & Yosso, 2001) and Historically Responsive Literacy (Muhammad, 2020) to center the lives of teachers, their experiences, and their stories during a tumultuous time. The authors will share how they built and maintained a supportive virtual space for teachers to critically examine and reflect on their lived experiences, social awareness, sense of agency, and anti-racist teaching and writing practices. Now, after more than two years, teacher-writer communities are especially needed -- third spaces where teachers from diverse backgrounds can hold space together and engage in writing to heal, find joy, empathize, and amplify their experiential knowledges. [ABSTRACT FROM AUTHOR]
ISSN:	17565839
DOI:	10.1558/wap.24337