Literacy educators’ practices of solidarity within an educational network

Abstract

Purpose

This paper aims to share findings from an interview study with literacy educators who are working together to imagine and build a transformative, humanizing and expansive education.

Design/methodology/approach

Appreciative inquiry is a design and process that seeks ways to discover the potential of educators while also affirming what exists and using these insights to strengthen collective efforts (Cooperrider and Srivastva, 1987).

Findings

The educators’ narratives of solidarity provide us a window to see the collaborative transformative practices that create networks for educational justice. A model of expansive learning and solidarity is introduced.

Research limitations/implications

While the focus in this paper has been on one social justice network, the author’s intention has been to describe and interpret the broader processes of expansive learning, collaborative transformative practices and narratives of solidarity.

Practical implications

This study offers a unique, contextualized perspective of educators working together to create social justice literacies and the kinds of learning communities that are necessary to do so.

Social implications

Identifying the conditions necessary to build and sustain a network of social justice educators can promote the expansion of such networks.

Originality/value

Few studies have focused on literacy educators' narratives of solidarity and the thematic contours of solidarity in educational contexts. Further, this paper links the concepts of agency and solidarity.

Citation

Rogers, R. (2019), "Literacy educators’ practices of solidarity within an educational network", English Teaching: Practice & Critique, Vol. 18 No. 2, pp. 263-278. https://doi.org/10.1108/ETPC-11-2018-0100