From Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times
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| Title: | From Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times |
|---|---|
| Language: | English |
| Authors: | Ava Becker, Christie Schultz, Claudia Eppert, Robert Piazza, Alexandra Olsvik, Josh Ann Chartrand |
| Source: | Canadian Modern Language Review. 2025 81(4):351-371. |
| Availability: | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Caring, High School Teachers, High School Students, Language Arts, Writing (Composition), Well Being, Responsibility, Interpersonal Relationship, Social Emotional Learning, Foreign Countries, Student Diversity, Literacy, Learning Modalities |
| Geographic Terms: | Canada (Edmonton) |
| DOI: | 10.3138/cmlr-06_schultz |
| ISSN: | 0008-4506 1710-1131 |
| Abstract: | This article focuses on research into "care writing," as we took it up in collaboration with teacher-researchers in three high school English language arts classrooms in Edmonton, Alberta, Canada. Drawing on feminist and posthumanist perspectives, the research engaged high school teachers and students in "complicated conversations" (Pinar, 2019) about care that is oriented towards self, others, and the world in relation to societal, cultural, historical, and political contexts. By conceptualizing care writing in collaboration with students and teachers, the article explores an aesthetic and educationally entangled enactment of care ethics researched through multimodal literacy activities. In doing so, care writing became "care creation," fostering social and emotional learning, well-being/becoming, and a sense of responsibility and relationality with and beyond humans. This article aims to develop these preliminary conceptualizations by foregrounding one teacher-researcher's experience of naming and engaging her students in the concept of care through writing processes and practices, including multimodal and multilingual research-creation, in her classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491220 |
| Database: | ERIC |
| Abstract: | This article focuses on research into "care writing," as we took it up in collaboration with teacher-researchers in three high school English language arts classrooms in Edmonton, Alberta, Canada. Drawing on feminist and posthumanist perspectives, the research engaged high school teachers and students in "complicated conversations" (Pinar, 2019) about care that is oriented towards self, others, and the world in relation to societal, cultural, historical, and political contexts. By conceptualizing care writing in collaboration with students and teachers, the article explores an aesthetic and educationally entangled enactment of care ethics researched through multimodal literacy activities. In doing so, care writing became "care creation," fostering social and emotional learning, well-being/becoming, and a sense of responsibility and relationality with and beyond humans. This article aims to develop these preliminary conceptualizations by foregrounding one teacher-researcher's experience of naming and engaging her students in the concept of care through writing processes and practices, including multimodal and multilingual research-creation, in her classroom. |
|---|---|
| ISSN: | 0008-4506 1710-1131 |
| DOI: | 10.3138/cmlr-06_schultz |
