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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
FullText Text:
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  Data: From Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times
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  Data: <searchLink fieldCode="AR" term="%22Ava+Becker%22">Ava Becker</searchLink><br /><searchLink fieldCode="AR" term="%22Christie+Schultz%22">Christie Schultz</searchLink><br /><searchLink fieldCode="AR" term="%22Claudia+Eppert%22">Claudia Eppert</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+Piazza%22">Robert Piazza</searchLink><br /><searchLink fieldCode="AR" term="%22Alexandra+Olsvik%22">Alexandra Olsvik</searchLink><br /><searchLink fieldCode="AR" term="%22Josh+Ann+Chartrand%22">Josh Ann Chartrand</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Modern+Language+Review%22"><i>Canadian Modern Language Review</i></searchLink>. 2025 81(4):351-371.
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  Data: 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
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  Data: Y
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  Data: 21
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Canada+%28Edmonton%29%22">Canada (Edmonton)</searchLink>
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  Data: 10.3138/cmlr-06_schultz
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  Data: 0008-4506<br />1710-1131
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  Data: 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.
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  Data: 2026
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  Data: EJ1491220
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        Value: 10.3138/cmlr-06_schultz
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      – Text: English
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        PageCount: 21
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    Subjects:
      – SubjectFull: Caring
        Type: general
      – SubjectFull: High School Teachers
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      – SubjectFull: High School Students
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      – SubjectFull: Language Arts
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Well Being
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Canada (Edmonton)
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    Titles:
      – TitleFull: From Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times
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              Y: 2025
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              Value: 1710-1131
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