Abstract
This study of five English Language Arts pre-service teachers draws on critical literacy and collective case study methods to examine how they talk about their own experiences with public letter writing as part of their writing methods course and they ways they perceive public letter writing as an activist endeavor. Our findings noted three interwoven themes—agency, advocacy, and focus on students—where participants talked about public letter writing as a way to develop and utilize agency, which allows them to advocate for students, teacher, themselves, education, etc. and to focus on students, especially as it relates to writing and writing instruction. After a discussion of the findings, we offer connections to and implications for teacher education and an activist-focused approach to writing instruction.
Recommended Citation
Cook, Mike P.; Yeilding, Gail Harper; and Ives, Lindsey
(2025)
"ELA Pre-Service Teachers Composing for Change: Public Letter Writing as Activist Endeavor,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 13:
Iss.
1, Article 1.
Available at:
https://scholarworks.wmich.edu/wte/vol13/iss1/1
Included in
Language and Literacy Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons