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LAND-DISSERTATION-2019.Pdf Copyright by Charlotte Lee Land 2019 The Dissertation Committee for Charlotte Lee Land Certifies that this is the approved version of the following dissertation: Designing Critical, Humanizing Writing Instruction: Exploring Possibilities for Positioning Writers as Designers Committee: Allison Skerrett, Supervisor Randy Bomer Anna E. Maloch Melissa R. Wetzel Clay Spinuzzi Designing Critical, Humanizing Writing Instruction: Exploring Possibilities for Positioning Writers as Designers by Charlotte Lee Land Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2019 Dedication For the teachers and students who opened up their classrooms, their thinking, and their notebooks to me— May you always keep writing to change the world, And may we always find inspiration in your powerful work as writers, teachers, and learners. Acknowledgements First to Kit, my everything, it’s hard to know where to start. You have been my thought partner, my biggest cheerleader, my personal chef, my therapist, my questioning reader and careful proofreader, my reminder to move and to get some sleep, and my fellow adventurer. You have made this possible. I cannot thank you enough for wrapping me up in your forever love and your unquestioning faith. I know that no matter what the future brings, we will tackle it together, drawing strength from each other, growing together, side- by-side, in love. To my parents, you have always taught me—through your actions and your words—to work hard, to take pride in whatever I do, and to leave each little corner of the world I touch a little better than I found it. I have always known I could go after the moon because you believed in me and would always be there to catch me if I fell. And to my sisters, brothers, nieces, nephews, and friends from far, thank you for understanding my crazy, for laughing with me, for asking about my work (and for sometimes not asking me about it!), for forgiving me when I get busy and forget to call, and for always welcoming me home again. To Jess and Saba, I would not have survived grad school without you. You’re my writing and thinking partners for life. I hate thinking about not having your hugs and smiles close by, yet I know our work together is never over but to be continued. Thank you for being willing to listen, to share, and to sometimes just tell me what to do. Thank you for teaching me how to write with and beside others. I learn from you every day. And to my other writing partners and friends along the way—Thea, Kira, D’Anna, Natalie—thank you for reading my work and letting me talk through ideas, and thank you for trusting me to look at your work too. I am a better writer because of each of you! To others who have graduated and moved on—Laura, Amber, Michelle, Michiko, and so many others—who were always so generous with your time, your thinking, and your writing at each step of the way. Thank you for first paving the path, for showing me the way, and for reminding me there’s life at the end. To Susan, thank you for never forgetting to check in on me and for never giving up on me being fun! To the rest of my LLS family, thank you for thinking with me and challenging me in courses; for encouraging me through kind words; for sharing your snacks, smiles, and spaces with me. I will miss seeing you around 334, and I can’t wait to see the ways you each go out and change the world. To my Heart of Texas community, thank you for showing me the awesome power of a dedicated group of writing teachers who are hungry to learn and who never quit putting in v the work and showing up for young writers. Thank you for welcoming me into your community and into so many of your classrooms. And to Deb, thank you for showing me how to lead, for inviting me to take up this important work alongside you, for being kind and caring always, and for bringing beautiful flowers. You brighten my world. To my brilliant committee, this work has your fingerprints all over it—in the theories and literature you introduced me to; in the ways of thinking about teachers, students, and writing you taught me; and in the designing and doing important research you modeled for me. To Allison, across my time here, you have showed me what it means to be an engaged scholar, relentless in asking questions and sharing answers with the world. In your classes and through your writing, you have pushed me to think and rethink who the young people are, and who the teachers are, in our classrooms and how we can create learning spaces for them that are critical and caring. Across the last year, you have read and reread my words and thought with me about how to make them better. Thank you for not giving up on me and for reminding me that there are so many important stories for me to tell from this work! To Randy, I feel so honored to have learned from you across the years. From our first advising meeting, my first experience as a grad student at UT, you made me feel valued as a teacher and a scholar. Thank you for being so generous with your thinking and for continuously challenging me to keep asking questions about other ways reading, writing, and teaching could go, to keep imagining a better, more just world. To Beth and Melissa, I have learned so much from you both—about learning from talk, about growing teacher leaders, about writing like a scholar. Thank you for always making time for me no matter how busy you were, for encouraging me to keep going, and for offering advice and kind words when I needed them. And to Clay, thank you for welcoming me into your classes and the rhetoric world, reminding me there are so many ways to think of writing that go beyond classrooms, and being a model of how deep engagement with theory and data work together. Finally, to Paige, Zoe, Penelope, and Gwen—none of these words would have made it to these pages without you. I have learned, and continue to learn, so much from you and your students. Thank you for your thoughtfulness, your kindness, and your time. You are truly models of becoming, and I am so excited that your work has inspired so many other teachers already. Thank you for believing in me—that this journey of learning would take us somewhere—and for trusting me to think alongside you, to work with your young writers, and to tell your stories. Thank you for saying yes, over and over and over again. The dissertation production babies— Wesley Martin, Arya Elizabeth, Wyatt Jonathan, William Patrick, and Elin E. vi Designing Critical, Humanizing Writing Instruction: Exploring Possibilities for Positioning Writers as Designers Charlotte Lee Land, Ph.D. The University of Texas at Austin, 2019 Supervisor: Allison Skerrett The purpose of this study was to better understand how teachers across elementary, middle, and secondary grade-levels (re)imagine possibilities and translate them into critical, humanizing writing instruction. Across the study, I drew on sociocultural theories of identity, learning, and language while considering perspectives on interdisciplinary design, humanizing pedagogies, and teachers as curriculum-makers. Following multicase study and participatory design research traditions, I met with four teachers in a cross grade-level inquiry group and followed them into classrooms for one academic year. I generated data through recording conversations and teaching, creating fieldnotes, collecting artifacts, and conducting interviews with teachers and students. I analyzed data using inductive qualitative analysis and then, using theory alongside emerging findings, selected examples to closely examine using discourse analytic methods. The following questions guided this study’s design and analysis: How do teachers in a cross grade-level inquiry group (re)design humanizing writing instruction together? What aspects of writing and writing instruction are most visible in teachers' discussion about design and writing? And how do teachers’ discussions of design and writing translate into their classroom practice? Analysis revealed that teachers’ inquiry group discussions explored connections between design and writing while reflecting on current writing instruction and ways teachers and students were positioned within schools. Co-constructing this “figured world” made space to reimagine possibilities and reframe constraints as design vii conditions. As teachers took up design work, they also appropriated narratives of students that illustrated the “love, faith, and humility” Freire (1970/2005, p. 91) noted as necessary for collective effort towards humanization. The findings also highlighted the emergence of purpose and audience as central concepts for rethinking writing and writing instruction. These terms were redefined within the group space to include embedded subject positions for students as active designers. In classrooms, one teacher used these tools to transform units to center purpose and audience for writers; another used them as entry points into new practices and subject positions within her growing critical, humanizing writing pedagogy. Overall, findings contribute to understandings of generative, humanizing teacher learning experiences for teachers and for researchers/teacher educators. Additionally, findings suggest tenets for enacting critical, humanizing writing instruction. viii Table of Contents List of Tables .......................................................................................................
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