Monthly Theme: Right To Write vs. Write To Right by Olugbemisola Rhuday-Perkovich

In last year's anthology BREAK THESE RULES, I wrote about listening as something active that can move one toward justice, as a preparation, giving oneself a chance to let things simmer, breathe, and be transformed. In a sort of Part Two to that piece, I had the opportunity to contribute to IMAGINE IT BETTER: Visions of What School Might Be ((also edited by the wonderful Luke Reynolds -- read his fabulous A CALL TO CREATIVITY, it's great stuff.) This time I wrote about writing instruction in schools; going beyond rubrics and formulas and formats to also give young writers freedom and space explore, to explain, to wonder, to wrestle. Writing instruction can be an authentic invitation to "Say what you mean and mean what you say," to own one's work in myriad ways. Perhaps an emphasis on writing for empowerment will encourage students to trust their voices and tell their stories, to write for analysis, agency, and empathy. To stretch their imaginations into the beyond (Wang 2009). I believe that by transforming writing instruction, we can nurture learners who ask questions -- learners who never stop learning. If we want to nurture thinkers, makers, collaborators, and leaders...let's write.
The other essays in the collection are amazing -- even if you're not a classroom teacher, I urge you to check it out and spend some time thinking about education (of all kinds) in American culture, what it is, and what it could be. Can you tell how honoured I was to be included in this group!


  1. This sounds fabulous. I think it's incredibly important for writers to know how teachers approach reading (and writing) lessons...


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