For at least the past twenty years, writing education and writing teacher education have been carried out in more and more tightly managed, neoliberally influenced policy conditions as well as worsening conditions of inequality in educational resources based on both race and on income. The result is increasingly dehumanizing conditions for teaching and learning writing. This context intersects in interesting ways with the notion of the teacher-writer. This essay re-raises and reframes the idea of the teacher-writer to open up possibilities for both resilience, and resistance-- both in teachers’ individual lives, and for teachers in the collective sense.
Whitney, Anne Elrod
"Teachers Writing, Healing, and Resisting,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9
, Article 2.
Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/2