Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy

Abstract

Purpose

The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum.

Design/methodology/approach

This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project.

Findings

Participants’ perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas.

Originality/value

These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction.

Citation

Barnes, M.E. and Coffey, H. (2021), "Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy", English Teaching: Practice & Critique, Vol. 20 No. 3, pp. 313-327. https://doi.org/10.1108/ETPC-02-2020-0011