ABSTRACT
This chapter is concerned with the teaching and learning of writing. Our key objective is to develop a vision of writing pedagogy from the perspective of critical literacies. We do so by discussing how critical literacies are helpful to (re)conceptualize writing as a form of resistance and to make visible various forms of privilege, oppression, and inequality in schools and society. After revisiting some historical and current approaches to writing pedagogy, we present an overarching pedagogical framework for teaching writing. This framework consists of four principles, namely re-claiming the experience of writing, relocating the personal, rewriting stories, and rethinking the reader. Then we discuss how these principles may inform justice-oriented practice in diverse contexts such as teacher education programmes and second-language writing classrooms. We conclude the chapter with a call for taking a critical literacies approach to writing pedagogy as part of our social responsibility.
