{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/112985"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/112985","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Storytelling as an epistemic framework for composers of social justice education","abstract":"As the need for social justice education becomes more pronounced, there is also a need to better understand what defines social justice education in practice and how it is shaped and revised in real-time. This dissertation study considered what is gained from viewing instructors as composers of social justice education and as agents who employ composition as a tool to teach social justice. Using transliteracies as a theoretical framework and narrative inquiry as a methodological lens, this case study traced social justice teacher educators’ literate practices in an advanced composition course across various contexts (physical and virtual). The findings reveal the ways instructors took up storytelling, beyond a tool of communication, as an epistemic framework that situated knowledge as experiential, relational and embodied. This stance was not simply about asserting the value of stories or the act of storytelling, but about situating knowledge as “storied.” This research also illuminates the relationship between this epistemic stance and the unique mobilities in instructors’ literate planning practices. It examines the tensions and concerns revealed by instructors as they co-narrated what it means to write for and about social justice. Ultimately, I highlight the implications of this work for future approaches to teaching and researching the role of composition in social justice education.","abstract_html":"As the need for social justice education becomes more pronounced, there is also a need to better understand what defines social justice education in practice and how it is shaped and revised in real-time. This dissertation study considered what is gained from viewing instructors as composers of social justice education and as agents who employ composition as a tool to teach social justice. Using transliteracies as a theoretical framework and narrative inquiry as a methodological lens, this case study traced social justice teacher educators’ literate practices in an advanced composition course across various contexts (physical and virtual). The findings reveal the ways instructors took up storytelling, beyond a tool of communication, as an epistemic framework that situated knowledge as experiential, relational and embodied. This stance was not simply about asserting the value of stories or the act of storytelling, but about situating knowledge as “storied.” This research also illuminates the relationship between this epistemic stance and the unique mobilities in instructors’ literate planning practices. It examines the tensions and concerns revealed by instructors as they co-narrated what it means to write for and about social justice. Ultimately, I highlight the implications of this work for future approaches to teaching and researching the role of composition in social justice education.","abstract_has_math":false,"creators":["West, Autumn J"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Mccarthey, Sarah","Prior, Paul","Bresler, Liora","Gonzalez Ybarra, Monica"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T21:45:25Z","date_published":"2022-01-12T21:45:25Z","updated_at":"2026-07-22T22:24:52Z","subjects":["social justice education, literacy, writing studies, teacher education, storytelling"],"languages":["en"],"rights":["Copyright 2021 Autumn West"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/112985","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mccarthey, Sarah","Prior, Paul","Bresler, Liora","Gonzalez Ybarra, Monica"]},{"key":"dc:creator","label":"Author","values":["West, Autumn J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T21:45:25Z","2021-07-12","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social justice education, literacy, writing studies, teacher education, storytelling"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Autumn West"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/112985"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As the need for social justice education becomes more pronounced, there is also a need to better understand what defines social justice education in practice and how it is shaped and revised in real-time. 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It examines the tensions and concerns revealed by instructors as they co-narrated what it means to write for and about social justice. Ultimately, I highlight the implications of this work for future approaches to teaching and researching the role of composition in social justice education.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Autumn West, accepted the attached license on 2021-07-02 at 12:31.","The student, Autumn West, submitted this Dissertation for approval on 2021-07-02 at 12:42.","This Dissertation was approved for publication on 2021-07-12 at 16:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16749 on 2022-01-12 at 12:43:58","Made available in DSpace on 2022-01-12T21:45:25Z (GMT). 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It examines the tensions and concerns revealed by instructors as they co-narrated what it means to write for and about social justice. Ultimately, I highlight the implications of this work for future approaches to teaching and researching the role of composition in social justice education.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Autumn West, accepted the attached license on 2021-07-02 at 12:31.","The student, Autumn West, submitted this Dissertation for approval on 2021-07-02 at 12:42.","This Dissertation was approved for publication on 2021-07-12 at 16:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16749 on 2022-01-12 at 12:43:58","Made available in DSpace on 2022-01-12T21:45:25Z (GMT). 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