My Journey to Surrendering Power in Writing Workshop

Abstract

Writing can be a method to highlight student voices. This article uses the Currere method to explore a new teacher's experiences with student voice and power dynamics in a second grade writing workshop. By analyzing experiences with teaching, learning, and writing in the past and present, the teacher uncovers the future for her primary writing classroom. This future is guided by three core beliefs: that autonomy, a safe space, and authenticity are critical for primary students to develop their writing voices.