Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy
English Teaching: Practice & Critique
ISSN: 1175-8708
Article publication date: 7 June 2021
Issue publication date: 2 September 2021
Abstract
Purpose
The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum.
Design/methodology/approach
This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project.
Findings
Participants’ perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas.
Originality/value
These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction.
Keywords
Citation
Barnes, M.E. and Coffey, H. (2021), "Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy", English Teaching: Practice & Critique, Vol. 20 No. 3, pp. 313-327. https://doi.org/10.1108/ETPC-02-2020-0011
Publisher
:Emerald Publishing Limited
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