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(Re)Writing Reality
by
TOLIVER, S. R.
, MILLER, KEITH
in
Adolescents
/ Afrofuturism
/ Authors
/ BIOGRAPHY AS CURRICULUM
/ Canadian literature
/ Caribbean literature
/ Community
/ Community Leaders
/ Community Relations
/ Empowerment
/ Essays
/ Ethnography
/ Fiction
/ Genre
/ High School Students
/ Hopkinson, Nalo
/ Imagination
/ Juvenile Courts
/ Leaders
/ Literacy
/ Literary Genres
/ Nonfiction
/ Postcolonialism
/ Race
/ Racial Relations
/ Science education
/ Science fiction & fantasy
/ Social Change
/ Students
/ Superheroes
/ Womens literature
/ Writing
/ Writing Instruction
/ Young adults
2019
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(Re)Writing Reality
by
TOLIVER, S. R.
, MILLER, KEITH
in
Adolescents
/ Afrofuturism
/ Authors
/ BIOGRAPHY AS CURRICULUM
/ Canadian literature
/ Caribbean literature
/ Community
/ Community Leaders
/ Community Relations
/ Empowerment
/ Essays
/ Ethnography
/ Fiction
/ Genre
/ High School Students
/ Hopkinson, Nalo
/ Imagination
/ Juvenile Courts
/ Leaders
/ Literacy
/ Literary Genres
/ Nonfiction
/ Postcolonialism
/ Race
/ Racial Relations
/ Science education
/ Science fiction & fantasy
/ Social Change
/ Students
/ Superheroes
/ Womens literature
/ Writing
/ Writing Instruction
/ Young adults
2019
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Do you wish to request the book?
(Re)Writing Reality
by
TOLIVER, S. R.
, MILLER, KEITH
in
Adolescents
/ Afrofuturism
/ Authors
/ BIOGRAPHY AS CURRICULUM
/ Canadian literature
/ Caribbean literature
/ Community
/ Community Leaders
/ Community Relations
/ Empowerment
/ Essays
/ Ethnography
/ Fiction
/ Genre
/ High School Students
/ Hopkinson, Nalo
/ Imagination
/ Juvenile Courts
/ Leaders
/ Literacy
/ Literary Genres
/ Nonfiction
/ Postcolonialism
/ Race
/ Racial Relations
/ Science education
/ Science fiction & fantasy
/ Social Change
/ Students
/ Superheroes
/ Womens literature
/ Writing
/ Writing Instruction
/ Young adults
2019
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Journal Article
(Re)Writing Reality
2019
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Overview
Every time we ask students to write about themselves or their communities, we are asking them to be vulnerable. We are asking them to examine the world in which they live, break down their protective walls, and expose themselves to the feelings that result from the broken barriers. Therefore, when we ask students to write, we are asking them to be courageous enough to share their truths with us, despite the intense level of openness required to do so. Yet, even though it requires students to be vulnerable, writing enables them to name problems they face, to show adults assets where we might see deficits, and to reframe who they are. This idea of writing as a vulnerable yet beneficial practice drives the work of the Deep Center, a nonprofit organization in Savannah, Georgia. Deep was created with the mission to empower young people to thrive as learners, community leaders, and agents of change.
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