Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work

Francisco L. Torres, Kristine E. Pytash

Research output: Contribution to journalArticlepeer-review

Abstract

In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self-exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice.

Original languageEnglish (US)
Pages (from-to)175-185
Number of pages11
JournalJournal of Adolescent and Adult Literacy
Volume67
Issue number3
DOIs
StatePublished - Nov 1 2023

All Science Journal Classification (ASJC) codes

  • Education

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