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Critical Friendship and Collegial Conversations
Journal article   Peer reviewed

Critical Friendship and Collegial Conversations

Susan Densmore-James and B. Ripley-Crandall
Writing and Pedagogy, Vol.15(1-2), pp.139-156
08/2023
DOI: https://doi.org/10.1558/wap.24293
Web of Science ID: WOS:001404904200008

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Abstract

racial literacies digital spaces equity Literacy
In this reflective article, a case study, we draw upon scholarship on a critical friendship (Schuck & Russell, 2005; Silva, 2003) that grew in 2020 as we worked to assist one another in creating NWP writing programs for teachers and youth. At the heart of our professional collaboration was our desire to maintain and cultivate community engagement (Deans, Roswell, & Wurr, 2010; Preece, 2017), while advancing racial literacies in digital spaces (Price-Dennis & Sealey-Ruiz, 2021) and as we worked with a framework for instructional equity (Muhammad, 2020). Weekly meetings led us to using Padlet for 189 hours of professional development, 9 programs with 511 youth, and 7 courses with 320 students. Padlet became a location for curation, especially as we worked to promote diverse, inclusive children’s and young adult texts as models for classroom teacher and student writers.

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