ABSTRACT
This chapter presents the case study of a Nina. Nina thought often about her sense of belonging in the district where she works. In her ten-plus years working in this district, Nina had been welcomed into the community by school staff, community members, and families. While the goal for the visits was to disrupt the single-story narrative, Nina felt it was important to talk about the challenges of the families. She saw this, once again, as an impetus for conversations about structural injustices across communities and the ways that schools perpetuate those injustices that lead to chronic inequities. The justice-oriented coach holds an expansive and emancipatory understanding of literacy, of its power and its purposes. M. T. Winn offers what she calls restorative English education as “a pedagogy of possibilities that employs literature and writing to seek justice and restore peace that reaches beyond classroom walls”.
