Author: Linda Flower, Lorraine Higgins, Wayne C. Peck
Summary: This resource describes the process emerging from a Community Literacy Collaborative (CLC) initiative that enabled youth to use inquiry and writing to enter into a policy discussion about increases in school suspension and for their university mentors to enter into the discourse of urban teens. The approach is designed to promote intercultural discourse across race, class, gender, age, and economics barriers. Remarkably current (the school to prison pipeline comes to mind), this piece provides real world examples undergirded by a strong theoretical rationale and could be a useful resource for those framing community-based projects aimed at advocacy and civic engagement.
Original Date of Publication: Spring 1994
Original Source: National Writing Project, https://www.nwp.org/cs/public/print/resource/1063