Degree

Doctor of Philosophy (PhD)

Department

Curriculum and Instruction

Document Type

Dissertation

Abstract

Though writing is a crucial life skill, PK-12 students are not receiving the writing instruction they need or deserve. This lack of access to quality writing instruction becomes more problematic for young Writers of Color, as they are also vulnerable to systemic inequities that underestimate and undervalue their voices and intelligence. Yet, what happens when Black students receive the support and affirmation they need to be successful writers? Using Black Feminist Thought and Street Data as theoretical frameworks, this qualitative case study examined and documented the creation and implementation of a student-centered, culturally responsive, and antiracist elementary writing workshop. Twenty-seven second-grade writers in a diverse public charter school in New Orleans, LA, were supported through the entire writing process, from prewriting to publication. Their hard work was collected into a beautifully designed book and celebrated at a book release event attended by their family and friends. Through semi-structured interviews, focus groups, and analysis of reflection journals and other significant artifacts from the classroom teacher and students, this study sought to discover how the participants perceived the experience and to ascertain the effective practices of those involved. Final themes included meaningful & effective support, authentic learning, embracing approximation, time & space, and representation. Findings revealed that the teacher and young writers found the experience to be very beneficial. As a result of this study, there is an example of an effective culturally responsive and antiracist writing workshop unit informed by a school’s most important stakeholders—its teachers and young people.

Date

2-19-2024

Committee Chair

Sulentic Dowell, Margaret-Mary

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Available for download on Friday, February 14, 2031

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