Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing

Authors

  • Michelle A. Honeyford University of Manitoba
  • Wayne Serebrin University of Manitoba

DOI:

https://doi.org/10.20360/G28W2P

Keywords:

Writing, Drama, Critical Pedagogy, Professional Learning

Abstract

In response to concerns about declining writing instruction in K-12 classrooms, this qualitative interview study draws on ethnodrama to better understand teachers’ experiences teaching writing in one Canadian province. Through dramaturgical coding of 21 transcripts, we examine teachers’ objectives, conflicts, and tactics in teaching writing, as well as the significant role of educators’ subjectivities as writers and writing teachers, the settings in which they work, the people who influence their thinking and practice, and their engagement in reflexive inquiry. Two dramatic vignettes explore these themes. We then discuss implications for creating a province-wide professional learning network in critical writing pedagogies.

Author Biographies

Michelle A. Honeyford, University of Manitoba

Michelle A. Honeyford, PhD, is an Assistant Professor in Language & Literacy in the Department of Curriculum, Teaching & Learning in the Faculty of Education at the University of Manitoba.

Wayne Serebrin, University of Manitoba

Wayne Serebrin, PhD, is an associate professor of Language and Literacy Education in the Curriculum, Teaching and Learning Department in the Faculty of Education at the University of Manitoba, Winnipeg, Manitoba, Canada and scholar-in-residence in Seven Oaks School Division.

Additional Files

Published

2015-06-08

How to Cite

Honeyford, M. A., & Serebrin, W. (2015). Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing. Language and Literacy, 17(3), 60-81. https://doi.org/10.20360/G28W2P