creative writing about social justice

Another Word

From the writing center at the university of wisconsin-madison.

Writing for Social Justice: Writer-Activists Share Their Work

By mia alafaireet and nancy linh karls, featuring jesus galvan, erica kanesaka kalnay, tiffany lee, and amy salinas westmoreland –.

What kinds of power do words really have? What does it mean to be a writer-activist? How can each of us use our writing to push for social change?  These are the questions that fuel the UW-Madison Writing Center’s newest workshop series: “Writing for Social Justice.”

In the time since UW-Madison released the results of a 2016 Campus Climate survey, we at the Writing Center have confronted questions of diversity and inclusion with renewed vigor. [1] As we contemplated the survey’s results and how our programs might play into students’ overall experience of campus life, we began to wonder:  What actions can we take to signal our commitment to diversity, inclusion, and social change? What can we do to foster a sense of belonging for students who may otherwise feel unwelcome on campus?

While we knew there were no easy answers, we decided to start with a series of social justice-oriented workshops designed to spark conversations about the power of writing to elicit equity, inclusion, and change. We hoped that inviting speakers from across the campus community would draw a wide audience and range of perspectives.

We coordinated our first event, “Writing as Activism,” in collaboration with our partners at the campus Multicultural Student Center (MSC) . Amy Salinas Westmoreland and Tiffany Lee, who coordinate the MSC’s social justice programming, collaborated with us to brainstorm approaches, reach out to speakers, and host the event in April of 2018. The event featured four writer-activists, each of whom shared an excerpt from their work and prompted us all to reconsider the intersections between our individual lives as writers and our engagement in broader communities.

“It was a beautiful sight,” says Amy Salinas Westmoreland, Assistant Director of Social Justice programs for the MSC. “All the chairs were filled with students that were engaged, and wanted to know what they could do to make a difference.”

During the course of the session, the panelists presented and shared writing that spanned a wide range of genres.

Jesus Galvan, a senior undergraduate Writing Fellow , shared an outline proposal that he and the former Chair of Associated Students of Madison had collaboratively drafted. As Jesus explained to those gathered in the MSC that day, the objective for this outline was to provide more opportunities for discussion and reflection among incoming first-year students participating in the Our Wisconsin program.

“My piece was a bit different,” Jesus writes, “because it was more of a pedagogical piece, which may be more cut and dry but also very valuable from a systemic standpoint. Personally, I tend to have a knack for thinking about how things are done systematically, and it was awesome to have the opportunity to talk about this collaborative effort.” Although Jesus noted that he and his colleague fell short of their goal to facilitate four pilot discussions, he believes that “this process of trying to instill systemic changes to Our Wisconsin was insightful.”

In terms of presenting his work at the panel, Jesus recalls, “I remember feeling humbled and excited to share this piece – to both the audience as well as the people I presented with. From my experiences in college, I understand that sometimes it can be difficult to get a good turnout with events like this. I was pleasantly surprised to see the number of individuals in attendance that day. It really shows the intrinsic value that students hold in regards to social justice topics and discussions.”

Since graduating from UW-Madison, Jesus continues to work toward social justice by beginning an AmeriCorps fellowship and working at a residential high school in Estes Park, Colorado. Jesus writes, “Although my opportunities to produce creative, social-justice-oriented pieces of writing are limited, I have ample opportunities to help students here in their college admissions essays – something I consider to be social justice work in and of itself.”

Another panelist, Erica Kanesaka Kalnay, a Ph.D. candidate in English, shared one of her short stories, “Duck, Duck, Goose.” Erica writes, “A few months later, what sticks with me about this conversation is how inspired I felt by the level of political engagement among undergraduate writers of color at the UW. When I was an undergraduate student, I went to a predominantly-white institution and did not have a community of writers of color. In workshops, many of my peers and professors regarded writing that was too overtly ‘emotional’ or ‘political’ as substandard, and I internalized many of these beliefs by cloaking my struggles with identity and mental illness under a veil of obfuscation.”

Erica continues, “In retrospect, I understand the pressure to adhere to a tone of ironic detachment as more than just an aesthetic demand, but a mode of silencing voices that challenge dominant narratives. Our conversation touched upon trauma and pain, and at the very same time, gave me hope that writing can be an act of healing, reclamation, and resistance.” (For more of Erica’s work, please see her website at ericakanesaka.com .)

Two other panelists also shared samples of their writing. Erika Gallagher, a senior undergraduate Writing Fellow and Posse Scholar , shared an abstract of her research project, “I Can’t Speak: Changing Perceptions of Linguistic Variations in Leadership.” Francisco Velazquez provided audience members with a copy of “Cardi B Conquers on the Highly Anticipated Invasion of Privacy ,” a review he’d written and had published in The Daily Cardinal just one week prior to this panel. (Both Erika and Francisco have since graduated from UW-Madison.)

Tiffany Lee, the Director of Crossroads (a collaboration between the MSC and the Gender and Sexuality Campus Center ), served as the panel’s moderator.

As she looks back on the panel, Tiffany writes, “What I appreciated most about this event is listening to different writers talk about how their writing is interwoven with their activism. Even though the writers had very different styles and backgrounds, they shared a common belief that writing has power.”

One of the audience members in attendance that day recalls, “I attended the panel with, what is for me, a perpetual skepticism when it comes to thinking about writing acting for good in world. And despite how well attended the event was, despite knowing almost all of the panelists by name from different work they’ve done around campus, and despite the energy of the MSC, I still waited for the panel to begin by wondering how successful writing can be as activism.”

He continues, “But after listening to each speaker, it became so clear to me how powerful writing can be even when its broader effects aren’t apparent yet. What I saw were several students at a variety of different moments in their academic careers, both empowered by the writing they do and already undertaking the difficult work of communicating injustice in a way that is compassionate and compelling. I think it can be easy to not immediately think of writing as activism because it tends to work slowly like a glacier, but the panelists help showcase that, like a glacier, writing can eventually reshape the world.”

These kinds of reflections underscore the power and the potential of writing for social justice.

As Amy Salinas Westmoreland notes, “Whenever we do a social justice workshop, panel, or bring a social justice speaker, our hope is to have an audience engage with the material and leave with some new information. We want folks to leave knowing that they have the power to create change, and this workshop did just that. I specifically remember all the questions that were asked by the audience. I’m proud of our collaboration with the Writing Center, and I hope that we can continue our partnership in the future.”

We were thrilled to see that “Writing as Activism” drew an even larger crowd than anticipated, and the depth of audience engagement encouraged us to expand the series through the 2018-2019 academic year. Keep an eye out for our Fall kickoff event, “Writing Is Power,” and other exciting social justice programming coming in the future!

[1] See the survey results here: https://diversity.wisc.edu/climate/survey/

2 Replies to “Writing for Social Justice: Writer-Activists Share Their Work”

What most delights me about this piece, as well as gives me hope, is the revival of the term “writer-activist” being used in the context of higher education. Today, in my classes and the articles I read, I notice a small distrust of writing as a force that can carry out the work of social justice. At times, the allure and flashiness of public protests and organizing can detract from the more “quiet” forms of activism– writing. The work of the panelists and writers featured in this post imply that writing is one of the necessary platforms and means to approach social justice aims.

After reading this, I am struck with a line of inquiries about the role of writing in high education: How does the context of writing in higher education position writing as a mere task or skill to learn for the job market? How can writer-activists and writing center communities re-cast writing as a transformative act that produces visible changes in the world? What possibilities can writer-activists produce within the institutional limits of higher education? Lastly, how can writer-activists frame their writing as doing the work of public humanities to engage the wider community outside of UW? Food for thought.

I am really looking forward to continuing to following the work of the social justice writing center collaborations and hopefully getting involved myself.

Thank you so much, Nancy and Mia, for this wonderful post. I am so inspired by the examples of students who have used writing for change. Like Amy, I am constantly trying to think about how we can teach students that writing is about more than sending polished emails on the job. This is the goal of my Writing for Social Justice class, but teaching it has been a continual learning process for me, too! Thank you again for sharing. I would love to get involved with the next workshop.

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Social Justice Writing Prompts: Explore Themes of Equity

My name is Debbie, and I am passionate about developing a love for the written word and planting a seed that will grow into a powerful voice that can inspire many.

Exploring Social Justice Through Writing⁤ Prompts: An Introduction

Unearthing ⁢the ⁣roots of inequality: delve into historical perspectives, unveiling systemic ⁣bias: analyzing power structures and privilege, lending a voice to the marginalized: amplifying underrepresented experiences, building bridges: promoting dialogue and⁤ understanding, taking action: writing as a ‍catalyst for social change, frequently asked questions, insights and conclusions.

Social justice is an essential concept that encompasses the fair distribution ⁢of wealth, opportunities, and privileges among all ⁣members of a society. ‍To better understand and explore​ this⁣ complex ⁢topic, writing ⁣prompts ⁣can serve as‍ powerful tools to provoke‌ critical thinking and reflection. By ⁤engaging in writing ⁣exercises, ⁤we not only⁣ gain insight into the different ​dimensions of ⁢social justice, but also strengthen our ability to articulate ​our thoughts and opinions on these issues.

When using writing prompts to explore ​social⁣ justice, it​ is important‍ to approach the⁣ task with⁣ an open mind and a willingness to challenge ⁢our​ own perspectives. These prompts can⁣ help us examine the ‌roots⁤ of inequality, the⁤ impact⁣ of systemic prejudices, and the need for advocacy and‍ change. By exploring various social justice themes through writing, we⁤ can learn to empathize with marginalized​ communities, develop a deeper⁣ understanding ⁢of the societal ⁢structures that​ perpetuate injustice, and ⁢ultimately become agents​ of⁣ positive social ‌transformation.

• Developing empathy: Writing prompts on social ⁣justice enable us ⁤to step ‌into the shoes of others and gain ​a deeper⁣ understanding of⁢ their experiences, struggles, and triumphs.
• Uncovering systemic ⁢biases: Through writing, ​we⁣ can critically analyze the systems and institutions that ⁢may perpetuate discrimination⁤ and inequality in our ‍society.

As we‍ embark on this journey of exploring social justice through writing prompts, let‌ us‌ embrace ⁣the opportunity to challenge our perspectives, broaden our horizons, ‌and contribute to a more equitable world.

• Exploring historical evidence is crucial to‌ understanding the roots of inequality. By⁢ delving⁢ into‍ the​ past,​ we can comprehend the complexity of ⁢this ongoing issue ‌and address it more effectively.
• A ‍historical perspective reveals that inequality is not ‌a ⁢recent phenomenon, but rather a deeply ingrained social construct that has ⁢plagued societies for ​centuries.
• Engage with​ narratives of different cultures and regions ‍to gain a holistic understanding of how inequality⁤ has shaped the⁣ world we live ⁣in today.
• Examine the socioeconomic divisions that emerged during different periods in⁢ history, such⁣ as feudalism, slavery, or the caste ​system. Uncover the⁤ impact​ these divisions had on⁤ wealth distribution, access to⁢ resources, and social mobility.
• Explore the ​significant ​events, revolutions, and reforms‍ that have attempted ‍to​ challenge inequality and promote justice throughout history.
• Discover the ‌stories of courageous individuals​ who fought against‌ inequity, whose struggles⁢ and triumphs continue to inspire the modern-day ‍fight for ⁤equal rights and opportunities.

When examining⁣ the concept of systemic ⁢bias, ⁢it is⁢ essential ⁢to⁢ delve into ⁣the intricate web⁢ of​ power structures and privilege that exist within society. These intertwined systems of influence often perpetuate unequal treatment ⁢and hinder social progress. ⁣By thoroughly analyzing these power dynamics, we‌ can shed light on the disparities and ​work towards creating a more just and⁤ equitable world.

One crucial aspect to ‌consider is the⁢ presence of‌ privilege. Privilege can manifest⁣ in various‍ forms such⁤ as wealth, ⁣gender, race, or education‍ level. It ⁢grants ‍certain individuals advantages and‍ opportunities that others may‌ not have access to. Acknowledging the existence of privilege is a ⁣key​ step in‍ understanding⁣ how systemic bias operates. It allows ⁢us to recognize that different ‍groups ‌face different challenges and obstacles in accessing resources, opportunities, and overall⁢ well-being.

Examining power structures is another ⁤vital aspect of unraveling systemic bias. Power can manifest ⁢in‌ economic, political, or‍ social spheres, often resulting in those with more power wielding disproportionate influence and​ control.‌ These structures can perpetuate ‍existing ‍inequalities, creating​ a‍ cycle that disadvantages marginalized individuals ‍and communities. By analyzing⁢ how ⁣power is distributed ⁣and maintained, we ‌can identify the mechanisms that uphold systemic bias and take steps towards dismantling them.

To⁣ combat systemic bias effectively, it is crucial that individuals and institutions actively confront ⁤and‌ challenge existing power structures and⁢ privilege. This entails promoting inclusivity, diversity, and equal‌ opportunities for all, dismantling⁣ discriminatory policies and practices, and amplifying marginalized voices. It requires ongoing critical self-reflection and ⁤a⁤ commitment to continual learning and⁢ growth. Only ⁣through persistent‍ efforts can ‍we hope to create ‍a society that is ‌truly equitable and free from the ⁣chains ⁢of systemic ⁤bias.

At the ⁤core of our mission lies ‍the commitment to lend a voice⁣ to ⁣those whose experiences are often silenced or‍ overlooked. We‍ believe ‌in⁢ creating a platform where the marginalized can freely express themselves,​ fostering an inclusive ⁣society‍ that values and uplifts ⁤every individual. Through our efforts, we aim to amplify ⁢underrepresented experiences and bring about lasting change.

Empowering through‌ storytelling:

• Stories have the power ​to humanize​ and connect us. They bridge gaps, dismantle misconceptions, ‌and ‌empower marginalized⁣ communities.
• In collaboration with diverse storytellers, we provide a platform ⁣for sharing authentic narratives that shine a light on underrepresented voices.
• We celebrate ⁢personal⁤ stories of resilience, triumph, ‍and⁢ the complex realities faced by individuals from different backgrounds.

Advocacy ⁣and awareness:

• We ‍actively raise awareness and advocate for social justice ⁤issues that ⁣disproportionately affect marginalized communities.
• By⁢ shedding ⁣light on systemic inequalities, we encourage meaningful dialogue and foster understanding‌ among individuals​ from diverse walks of life.
• We‍ promote ‍the importance of allyship, educating and engaging⁣ our audience ​to actively support and uplift underrepresented voices.

At a time when division and conflict seem to dominate ⁤headlines, it is crucial to focus on building bridges to foster dialogue and understanding among ⁤individuals and communities. Embracing⁣ diversity and promoting open conversations are key to⁢ creating ​a more inclusive and empathetic society.

Building bridges starts​ with recognizing that everyone’s‌ perspective matters. By⁤ valuing ⁤the⁢ unique experiences and viewpoints of others, we can bridge gaps, break ⁣down barriers, and promote a​ world where dialogue and ⁢understanding thrive. Here are some ways we‌ can ‍actively promote dialogue and understanding:

• Listen actively: Engage ⁤in ⁢sincere and ⁣active ​listening, giving ⁣others‌ the space ​to ⁤express their‍ thoughts and ‌feelings without judgment. This ​allows for a deeper understanding and empathy‍ to ​emerge.
• Seek common ground: Identify shared‌ values and interests to build connections⁣ with others.‍ Focusing on commonalities helps transcend differences and ‌encourages ​collaboration.
• Challenge biases: Constantly examine our ‌own biases and challenge⁤ them ⁢by seeking out diverse perspectives. This⁢ enables personal growth and fosters a ​more inclusive mindset.

Through ⁣these efforts, ⁤we can⁤ create⁤ an‌ environment where honest and respectful discussions take place, leading ​to greater understanding ⁤and meaningful change. ​Remember, building bridges takes time and effort, but‍ the rewards are invaluable – a society built on empathy, compassion, and unity.

Writing has always been a powerful tool in⁣ igniting‍ movements ‍and sparking societal transformations. In ⁢times of unrest and inequality, the written word becomes a ⁤driving force ‌for​ advocating social change. It allows individuals to express their ⁢thoughts, challenge the ‍status quo, and​ give voices to the ⁢marginalized and oppressed. Through the timeless craft of writing,⁣ movements are born, awareness is raised, and much-needed conversations ​are initiated.

When wielded effectively, writing has the ‍potential to inspire⁢ action ‍and mobilize masses. It ⁢has the ⁤ability to document history and⁢ shift‌ narratives,‍ fostering empathy⁢ and ⁣understanding​ among diverse ‍communities. By capturing ‌the⁢ raw emotions⁢ and personal stories of those affected ‍by ‍injustice, the written⁣ word becomes​ a⁣ medium‍ for empathy, driving readers to confront their own ‍biases and cultivate a desire for​ transformation. Moreover,⁤ writing can ⁢serve as a catalyst for⁣ organizing‍ communities, rallying people behind a common cause, and demanding justice. From powerful manifestos to ‍thought-provoking⁢ essays and poignant poetry, writing empowers individuals to share their experiences,‍ shed ⁢light on ​pressing issues, and ‍propel ⁣impactful change.

Q: What are‍ social justice writing ⁤prompts? A: Social justice writing prompts⁣ are thought-provoking ⁢statements ​or ⁣questions designed⁢ to explore ⁣themes of‍ equity and encourage⁤ critical​ thinking around social justice ‌issues. They​ can inspire individuals to ⁢reflect ‍on topics such as racism, gender inequality,‌ poverty, ⁢and discrimination, fostering ‍awareness and promoting empathy.

Q: Why are social ‌justice⁤ writing prompts‌ important? A: Social justice​ writing ‍prompts encourage⁣ individuals to think ‌deeper⁢ about societal ⁤issues​ and⁣ consider different perspectives.⁤ They provide a platform ‍for self-reflection,‍ allowing ⁤writers ⁤to explore their own biases and challenge the status quo. By engaging with these prompts, individuals can develop a ⁣stronger⁣ sense ⁢of empathy and ‍understanding, ‍leading to positive societal change.

Q: ‌Who​ can benefit ​from using social justice writing prompts? A:‍ Anyone ⁤can benefit from⁤ utilizing social justice ⁢writing​ prompts. Students,‌ educators,‌ activists, and individuals looking ⁢to gain a ‍clearer understanding⁢ of social justice⁤ topics can use these prompts to delve into ‍complex​ issues, broaden‍ their perspectives, and develop their own voice. These prompts allow for self-expression and​ provide ​an opportunity to contribute to important ⁣conversations about equity and⁤ justice.

Q: How⁢ can social justice ‌writing prompts be ⁢used? A: ​Social justice writing prompts ⁢can be used in various ways. They can be ⁤given as assignments ‍in ​classrooms to encourage critical‍ thinking ​and⁣ cultivate⁣ empathy. They can⁤ also be used for⁢ personal reflection or journaling to deepen one’s ‍understanding of social justice issues. Additionally, social justice ⁤writing prompts can serve​ as starting points for⁤ group discussions, sparking dialogue⁣ and ‌creating spaces for learning and growth.

Q: Where can I ⁤find social justice writing prompts? A: ​Social justice ⁢writing prompts can‍ be found‍ in a variety of resources. Online ⁢platforms‌ dedicated‌ to social justice education often provide⁣ collections of prompts.‌ Educational websites and blogs focused ‍on equity and inclusion can also be excellent ⁢sources. Additionally, social⁤ justice-oriented books, workshops, and even social media accounts may offer prompts ​to ‍explore‌ and engage ‌with these important topics.

Q: Can you ‍provide ⁢a few examples of social justice writing prompts? A: Certainly!​ Here ⁣are a few social ‌justice ‌writing prompts to get​ you‌ started:

1. How⁤ does privilege manifest itself in your‌ daily life? ⁣Reflect on occasions ‍when you have experienced or observed ⁢privilege and its impact on others.

2. Write about a social justice issue that you are‌ passionate about and explain why it matters to ‌you. What⁢ steps could ‍be taken ​to ⁣address this issue in your community?

3. Imagine a⁢ world ⁣without racial discrimination. Describe what it would look like and how ⁣it would impact society.

4. Write a story or poem that highlights the importance of inclusivity and⁤ celebrates diversity.

Remember, ‍the⁣ key is to engage with these prompts thoughtfully and honestly, allowing them to prompt deeper reflections ⁤and promote positive social ‍change.

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On the Ethics of Writing About Social Issues (While Minimizing Harm)

Kavita das lists some key questions to ask.

Like so many other writers, I was shocked and saddened by the brutality of the recent attack on famed author Salman Rushdie. As someone who transitioned to becoming a full-time writer ten years ago after working in social change for close to fifteen years, I held Rushdie up as much for his craft as his conscience. I admired the way he unwaveringly championed the rights of writers from his perspective as a writer who has faced the consequences of engaging issues of religious tyranny with the ever-present threat imposed by the Fatwa issued against him by the Ayatollah of Iran following the release of his novel The Satanic Verses .

It is tempting to view this horrific attack as an isolated incident, one borne by the specter that followed Rushdie for decades. However, we have only to look at the heightened climate of hostility and divisiveness in this country and in other parts of the world to know that writers whose work engage fraught social issues are at risk of harassment and harm.

When I worked in racial justice, I was inspired when writers and activists in our movement wrote powerful, thought-provoking pieces illustrating the urgent need for racial justice. But I also watched in horror when those same individuals I admired became targets of racists and xenophobes and faced harassment from online trolls and bullies.

I felt compelled to write about issues of inequity and misogyny once I transitioned to becoming a full-time writer. And given my experience, I should have been prepared for the response. I wasn’t. I was prepared for a debate. But I was stunned when I was met with hostility and hatred.

I took many writing classes and workshops with respected writers however the focus was most often either on the craft of writing or strategies for getting published. Proclamations of “writing your truth” and “speaking truth to power” were thrown around as inspiration but little if no attention was paid to preparing writers for the possible risks of their work being out in the world.

I especially worried about marginalized writers being further harmed when they wrote honestly and courageously about the fraught issues they face because of their identities. There are risks of being alienated by family and friends, who see their writing not as a quest for truth but as transgression. There is the risk of losing jobs and professional opportunities for revealing personal struggles, past and present. They also face hostility and harassment from those who oppose their views or live in vehement denial. And, as we painfully learned through the attack on Rushdie, there is the danger of fanaticism, which seeks to silence voices by any means necessary.

This was my motivation for discussing both the negative and the positive implications of writing about social issues in my Writing About Social Issues class and my book Craft and Conscience: How to Write About Social Issues . I believe it is my responsibility as a writing instructor to prepare writers to think about how their work in the world could elicit reactions, sometimes negative ones, to them and to their subjects. I don’t seek to dissuade my students, but I want them to think of ways to mitigate or prepare themselves (and their subjects) for this possibility. I want them to be more prepared than I was. That a writer can learn the craft of writing but not how to weigh and face possible negative implications to their work needs to be remedied.

Ethics are not ancillary to craft but, in fact, critical to the craft of writing. And when it comes to writing about social issues, I will go so far as to say that you cannot write about social issues responsibly unless your work is grounded in ethics. So many problematic essays that have been and continue to be published, sometimes to the regret of the writer and to the distress of many readers, could be avoided by foregrounding discussions of ethics and moral clarity in the work and in the editorial process.

Since motivation, perspective, opinion, and ethics are important drivers for writing about social issues, we can acknowledge that we are motivated by the possibility of our writing having an impact. But what do we mean by “having an impact”? often, when we talk about wanting our work to have an impact, we are talking about wanting to raise awareness and change the conversation, and if we are really fortunate, change hearts, minds, and culture and contribute to policy shifts. So, when we talk about impact, we are usually presuming a positive impact.

However, we need to be aware that our work can also have a negative impact, such as provoking an angry reaction towards our subject or towards ourself, as the writer. Whether the overall impact is positive or negative, there are implications to writing about social issues, which may be felt far and wide, like the ripples from a powerful wave we have set in motion. We should consider and prepare for how these implications may play out in our own lives and in the lives of others.

It is especially crucial to consider the implications of our work when we write about subjects outside of our experiences and communities outside of our identity. Here are some considerations:

How might your subjects be impacted, positively, negatively, or both, if this story is published? Even positive attention for an issue can have negative implications for individuals or communities affected by that issue if it violates their privacy by creating undue scrutiny on their lives.

Have you been transparent with your subjects about the intent of your work on this issue and their portrayals in it? What is their reaction? When possible, writers should be transparent with their subjects about the intentions of their work. This ensures that the depiction of the subjects’ circumstances is fair and accurate and, ultimately, strengthens the work as well as the relationship between the writer and their subjects.

What can you do to prepare your subjects for any positive and negative attention the piece might attract to them? It’s important to let individuals and communities featured in your piece know the possible positive and negative implications of your piece being published and talk with them about how to handle these potential situations.

Are featured individuals dealing with existing stigmas that make them additionally vulnerable? How will the piece impact their security and well-being? It is critical to think about how the security and well-being of vulnerable subjects might be impacted by your writing. Are they made more or less vulnerable by your work? For instance, if you are writing about individuals who are undocumented or in substance abuse recovery, how will your work impact them, and are they prepared for this?

Does the published piece reflect the identities and lives of your subjects responsibly and with integrity? If not, are you willing and able to make changes and corrections if the writing or editorial process has resulted in mischaracterizations of your subjects? Hopefully, you are familiar and comfortable with your publisher’s approach to social issues. Be sure to ask your editor for a clear understanding of what interventions are available to you, as the writer, during and after the editorial process, to mitigate any issues in tone or accuracy.

If you are directly or indirectly connected to the subject you are writing about, be sure to consider the implications, positive and negative, to yourself as the writer. Start by assessing how close you are to the subject. Here are some questions to help in that assessment:

What is your relationship to the subject/story/issue?

Are you part of the community or outside of the community covered in your work?

Are you directly or indirectly impacted by the issue?

How indirectly are you learning about the issue? How many levels of filters has the story been through before reaching you?

How will you be impacted by your coverage of this issue? Who might view your coverage of this issue favorably or unfavorably?

If you are directly or indirectly affected by the publication of your story, you need to consider the impact on yourself. Are you prepared for the possible positive or negative implications for yourself? If you are telling the story of a social issue through your own lived experiences or your eyewitness account, it is critical to feel comfortable with that part of your life being exposed to the public. You have to prepare yourself for the range of possible reactions from strangers as well as people you know, from those who are understanding and supportive to those who are judgmental and critical.

Most of all, you have to be at ease with the idea that once your story is in the public domain, it no longer belongs just to you. Therefore, I encourage writers to carefully consider whether they are comfortable with the loss of privacy that comes with telling your life story.

If you are concerned by personal implications to you if family members, friends, or colleagues learn about this aspect of your life, then consider asking if it is possible to publish the piece anonymously or under a pseudonym. Or consider fictionalizing it.

Bear in mind, every writer has a different threshold for what they are comfortable revealing about themselves and their lives through their writing, so do not feel pressured to share details that other writers share in their work, unless you are truly comfortable with making those details public. This is why I believe it is often worth hitting pause between writing a fraught personal piece and submitting it and publishing it, to give yourself the time and space to reflect on the implications of it being out in the world. Social issues matter, but so does your sense of comfort.

It is crucial to encourage writers to consider the implications, both positive and negative, of publishing writing about social issues, and to push forward, with eyes wide open, to how it will impact others and themselves. We write to be seen and heard so why not be clear-eyed and earnest in our assessment of how our work might ripple out into the world, hopefully joining forces with the currents created by others who also seek progress. I’m grateful I have had the opportunity to witness, connect with, and guide others along their own currents, as we collectively create the momentum for sea change.

__________________________________

Adapted from Craft and Conscience: How to Write about Social Issues by Kavita Das, available via Beacon Press.

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8 Tips For Writing A Social Justice Essay

Social justice covers a variety of issues involving race, gender, age, sexual orientation, income equality and much more. How do you write an essay on a social justice issue that’s engaging, informative and memorable? Here are eight tips you should take to heart when writing:

When writing a social justice essay, you should brainstorm for ideas, sharpen your focus, identify your purpose, find a story, use a variety of sources, define your terms, provide specific evidence and acknowledge opposing views.

#1. Brainstorm creatively

Before you start writing your social justice essay, you need a topic. Don’t hesitate to look far and wide for inspiration. Read other social justice essays, look at recent news stories, watch movies and talk to people who are also interested in social justice. At this stage, don’t worry about the “trendiness” of your idea or whether a lot of people are already writing about it. Your topic will evolve in response to your research and the arguments you develop. At the brainstorming stage, you’re focused on generating as many ideas as possible, thinking outside the box and identifying what interests you the most. Take a free online course to get a better understanding of social justice.

You can take a creative brainstorming approach! A blog on Hubspot offers 15 creative ideas such as storyboarding, which involves laying out ideas in a narrative form with terms, images and other elements. You can also try freewriting, which is when you choose something you’re interested in. Next, write down everything you already know, what you need to know but don’t already, why the topic matters and anything else that comes to mind. Freewriting is a good exercise because it helps you decide if there’s any substance to a topic or if it’s clear there’s not enough material for a full essay.

#2. Sharpen your topic’s focus

The best essays narrow on a specific social justice topic and sharpen its focus, so it says something meaningful and interesting. This is often challenging, but wrestling with what exactly you want your essay to say is worth the effort. Why? An essay with a narrow, sharp focus has a clearer message. You’re also able to dig deeper into your topic and provide better analysis. If your topic is too broad, you’re forced to skim the surface, which produces a less interesting essay.

How do you sharpen your essay’s focus? Grace Fleming provides several tips on ThoughtCatalog . First, you can tell your topic is too broad if it can be summarized in just 1-2 words. As an example, “health inequity” is way too broad. Fleming suggests applying the questions, “Who, what, where, when, why and how,” to your topic to narrow it down. So, instead of just “health inequity,” you might end up with something like “The impact of health inequity in maternal healthcare systems on Indigenous women.” Your topic’s focus may shift or narrow even further depending on the research you find.

Writing a human rights topic research paper? Here are five of the most useful tips .

#3. Identify your purpose

As you unearth your topic and narrow its focus, it’s important to think about what you want your essay to accomplish. If you’re only thinking about your essay as an assignment, you’ll most likely end up with a product that’s unfocused or unclear. Vague sentiments like “Everyone is writing about social justice” and “Social justice is important” are also not going to produce an essay with a clear purpose. Why are you writing this essay? Are you wanting to raise awareness of a topic that’s been historically ignored? Or do you want to inspire people to take action and change something by giving them concrete how-to strategies? Identifying your purpose as soon as possible directs your research, your essay structure and how you style your writing.

If you’re not sure how to find your purpose, think about who you’re writing for. An essay written for a university class has a different audience than an essay written for a social justice organization’s social media page. If there are specific instructions for your essay (professors often have requirements they’re looking for), always follow them closely. Once you’ve identified your purpose, keep it at the front of your mind. You’ll produce an essay that’s clear, focused and effective.

#4. Find a human story

The best social justice essays don’t only provide compelling arguments and accurate statistics; they show your topic’s real-world impact. Harvard’s Kennedy School’s communications program describes this process as “finding a character.” It’s especially useful when you’re writing something persuasive. Whatever your topic, try to find the human stories behind the ideas and the data. How you do that depends on the nature of your essay. As an example, if you’re writing something more academic, focusing too much on the emotional side of a story may not be appropriate. However, if you’re writing an essay for an NGO’s fundraising campaign, focusing on a few people’s stories helps your reader connect to the topic more deeply.

How do you choose what stories to feature? Harvard suggests choosing someone you have access to either through your research or as an interview subject. If you get the opportunity to interview people, make sure you ask interesting questions that dig beneath the surface. Your subject has a unique perspective; you want to find the information and stories only they can provide.

#5. Rely on a variety of sources

Depending on your essay’s purpose and audience, there might be certain sources you’re required to use. In a piece for Inside Higher Ed, Stephanie Y. Evans describes how her students must use at least 10 source types in their final paper assignment. Most of the time, you’ll have a lot of freedom when it comes to research and choosing your sources. For best results, you want to use a wide variety. There are a few reasons why. The first is that a variety of sources gives you more material for your essay. You’ll access different perspectives you wouldn’t have found if you stuck to just a few books or papers. Reading more sources also helps you ensure your information is accurate; you’re fact-checking sources against one another. Expanding your research helps you address bias, as well. If you rely only on sources that reflect your existing views, your essay will be much less interesting.

While we’re talking about sources, let’s touch on citations. If you’re writing an essay for school, your teacher will most likely tell you what citation method they want you to use. There are several depending on the discipline. As an example, in the United States, social science disciplines like sociology and education tend to use the American Psychological Association (APA) style. Some places are very rigid about citation styles, while others are more relaxed. If you’re writing an essay where your citation won’t be checked, you still need to give credit to any ideas, thoughts, or research that’s not yours. Proper citation builds trust with your reader and boosts your credibility.

Here are more tips on writing a human rights essay!

#6. Define your key terms

To make your essay as clear and effective as possible, you want every reader on the same page right at the beginning. Defining your key terms is an important step. As Ian Johnston writes, creating an effective argument requires “the establishment of clear, precise, and effective definitions for key terms in the arguments.” You may have to adapt an existing definition or write your own. Johnston offers principles such as adjusting a definition based on the knowledge of who you’re writing for, focusing on what a term is and not just on its effects, and expanding a definition so it covers everything a reader needs to know.

How do you decide which terms are important in your essay? First, never assume a reader understands a term because it’s “obvious.” The most obvious terms are often the ones that need the clearest definitions. If your reader doesn’t know exactly what you’re talking about when you use a term like “health equity,” your essay won’t be as effective. In general, you want to define any terms relevant to your topic, terms that are used frequently and terms with distinct meanings in the context of your essay.

#7. Provide specific evidence and examples

Social justice issues are grounded in reality, so an essay should reflect that. Don’t spend your whole paper being philosophical or hypothetical. As an example, let’s say you’re writing an essay about desertification in Mali. Don’t discuss desertification as an abstract concept. Include real statistics and case studies on desertification in Mali, who it’s affecting the most and what is being done about it. For every argument you make, present supporting evidence and examples.

The strength of your evidence determines the strength of your arguments. How do you find strong evidence? Cite This For Me lists a handful of examples , such as studies, statistics, quotes from subject matter experts and/or reports, and case studies. Good evidence also needs to be accurate and in support of your argument. Depending on your essay topic, how current a piece of evidence is also matters. If you’re not relying on the most current evidence available, it can weaken your overall argument. Evidence should also be as specific as possible to your topic. Referring back to our desertification in Mali essay, that means locating examples of how desertification affects people in Mali , not in Chad or Russia.

Academic essay writing requires specific skills. Here’s an online introductory course on academic writing .

#8. Acknowledge your critics

Not every social justice essay requires an acknowledgment of opposing viewpoints, but addressing critics can strengthen your essay. How? It lets you confront your critics head-on and refute their arguments. It also shows you’ve researched your topic from every angle and you’re willing to be open-minded. Some people worry that introducing counterarguments will weaken the essay, but when you do the work to truly dissect your critic’s views and reaffirm your own, it makes your essay stronger.

The University of Pittsburgh offers a four-step strategy for refuting an argument. First, you need to identify the claim you’re responding to. This is often the trickiest part. Some writers misrepresent the claims of their critics to make them easier to refute, but that’s an intellectually dishonest method. Do your best to understand what exactly the opposing argument is claiming. Next, make your claim. You might need to provide specific evidence, which you may or may not have already included in your essay. Depending on the claim, your own thoughts may be a strong enough argument. Lastly, summarize what your claim implies about your critics, so your reader is left with a clear understanding of why your argument is the stronger one.

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25 Writing Prompts About Social Justice

You know how short videos are everywhere these days, but they don’t really tell the whole story, right?

Well, stories – those can really dig in and show you all the sides of an issue, especially when it comes to fighting for what’s fair.

We all have experiences and ideas, and sharing them helps us understand each other better.

But how often do we actually stop and think about fairness, who gets the good stuff, and how we can make things more equal?

Reading and writing about these things can really challenge the way we see the world, you know, break some of those assumptions we might not even realize we have.

So, buckle up!

We’re gonna be exploring a bunch of writing prompts themed around the very concept of social justice. Let’s get those conversations flowing, write stories that make you think, and maybe even inspire some real change .

Let’s dive in, get real, and use our words to build a world that’s fair for everyone!

Writing Prompts about Social Justice

• Imagine you are a journalist who has been assigned to write about a neighborhood often portrayed with negative stereotypes. Rather than highlighting crime or poverty , you’re determined to tell stories of resilience, community spirit , and the efforts being made toward positive change. What specific angles or individuals would you focus on to reshape the narrative of this place?
• A new student, who wears religious attire that identifies them as part of a marginalized group, joins your class. Initially, there are whispers and some unkind comments. You are torn – do you stay silent , or do you find a way to address this prejudice and promote a deeper sense of understanding in your classroom?
• One day, a homeless person seeking shelter enters the public library where you work . You observe as some patrons react with disgust, while others try to help. How do the library’s policies address the needs of the homeless? Are they fair and humane, or do they raise ethical dilemmas for the community?
• You discover that a favorite clothing brand of yours is rumored to use factories with questionable labor practices in other countries. Do you continue to patronize the store, or do you try to learn more about the situation? What does it mean to be a conscious consumer in a world of global trade?
• A protest is being organized in your town over an issue of systemic injustice . You’re not sure about joining the demonstration itself, but you do have creative skills. Choose a medium (e.g., art , music , writing) and explore ways you can use it to support the cause and draw attention to the issue.

• Your family has old photo albums or documents that reveal an uncomfortable truth – an ancestor was involved in actions we would now consider deeply prejudiced. How does this knowledge come to light, and how do the members of your family react? Does it change how you view your family history or even your own identity ?
• A close friend or relative starts expressing viewpoints that you find discriminatory or offensive. Their comments put a strain on your relationship . How do you navigate this? Do you speak up even if it risks damaging the connection, or do you grapple with the internal conflict in silence?
• Imagine a world where a significant social injustice has been largely eradicated (you choose the issue). What factors, movements, and changes would have led to this progress? How is day-to-day life different for people in this future world?
• A member of your community is struggling with severe mental illness but has limited or no access to appropriate healthcare. They are arrested for a minor offense stemming from this struggle. How does this situation reveal the intersection of mental health and the justice system? Should support systems have been in place to prevent the issue entirely?
• Think about a specific instance in history where one person’s actions sparked significant progress on a social justice issue (this can be a famous figure or someone from your local community). What motivated this person? What obstacles did they face, and how did they overcome them?

• A well-intentioned charity drive aimed at helping an economically disadvantaged group falls flat when it becomes clear the initiative is based on stereotypes and doesn’t meet the community’s real needs. How would you, or someone observing this, intervene and help those involved create a more effective aid program focused on dignity and self-determination?
• Imagine you are working on the design for a public space (a park, community center, etc.). What features would you incorporate to make the space truly accessible and welcoming for individuals with a wide range of physical and cognitive disabilities ? How can accessibility be woven into design from the very beginning?
• Many dress codes and school policies, while seemingly neutral, indirectly target marginalized groups. Think about a specific rule at your school/former school. Is it fair and necessary, or does it unfairly impact certain students? How could it be revised to be more inclusive?
• A polluting factory is being proposed for construction on the outskirts of your town, in an area where lower-income families live. What health risks might this pose for residents, and are the economic benefits worth the costs? Explore the concept of environmental racism and how communities can fight back.
• You are working with a group of younger children on a social justice project. Their initial ideas seem to center around easily visible differences like race and physical ability. How would you gently guide them into understanding more complex forms of inequality and privilege?

• In the not-too-distant future, technology has changed how protests and activism happen. Perhaps physical gatherings are more limited, or maybe AI and virtual reality tools play a role . How could a protest be organized in this future setting , and what unique opportunities and challenges might it present?
• You discover that the search engine results you get online are subtly tailored to reflect assumptions about you based on your location, browsing history, and other data. It seems to reinforce stereotypes and sometimes even limits your exposure to diverse viewpoints on social issues. How would you work to combat this bias and promote a more neutral search experience?
• You’re having a conversation with an older relative ( grandparent , aunt/uncle, etc.) who expresses views that you feel are outdated on a social justice topic. They seem to think things were better in the past . How do you approach this discussion? Can you find common ground or help bridge the generational gap?
• Choose a current social justice issue that you care deeply about. Imagine creating a piece of art (visual, musical, performance, etc.) that could raise awareness or provoke thought about the topic. What symbols, imagery, or techniques would you use to make it powerful?
• A debate arises in your community over animal rights, perhaps about factory farming, testing on animals , or a related issue. Explore the complex arguments from both sides of the debate. Is there a compromise to be made, or is this a case where one side has a clear moral advantage?

• You notice a subtle pattern of microaggressions at your school or workplace. These small comments and behaviors are often unintentional but reflect harmful underlying biases. How do you speak up, either to the person committing them or to someone with more authority to address a systemic pattern?
• The curriculum in your history class centers on the dominant culture ’s perspective, downplaying or excluding the struggles and contributions of marginalized groups. You decide to do research for personal enrichment and to share with the class. What stories do you uncover, and how can these be incorporated into a more inclusive history lesson?
• A large corporation wants to open a new facility in your town. This would bring jobs but also raises possible environmental concerns and threatens to displace small businesses. How would you research this situation to weigh the potential benefits against the risks? What role does a community play in influencing such a decision?
• Imagine participating in a “privilege walk” exercise, where individuals take steps forward or backward based on statements about unearned advantages or disadvantages. How would this experience impact your understanding of your own position in society? What reflections would you have after the exercise?
• You become aware of how commonly used phrases and words may be insensitive or carry harmful connotations related to race, ability, gender identity, or other aspects of identity. How would you shift your own vocabulary to be more inclusive? Is it worth trying to educate others as well?

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Harriet Beecher Stowe Center 77 Forest Street Hartford, CT 06105 860-522-9258 [email protected]

Creative Writing for Social Justice - Writing Workshop

Write your story in Harriet Beecher Stowe’s house! This workshop provides writers of all ages and levels a supportive and inspirational environment where they can craft and share their efforts at writing for social justice. Participants will explore how writers can use or teach creative writing as a form of activism. Through expert-led prompts, activities, and discussion, participants will learn how to use their writing skills to bear witness, build empathy, and advocate for positive change. Writers are welcome to bring something they’ve been working on or begin a new piece at the workshop. Lunch, coffee, tea, and snacks will be provided.  Space is very limited.  Registration closes one week prior to the workshop.  

$25 for members and Hartford residents: $40 for non-members

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Isabella   Holmes Beecher Hooker (1822-1907) An ardent member of the woman’s suffrage movement, Isabella Holmes Beecher Hooker joined in the cause along with Elizabeth Cady Stanton and Susan B. Anthony.

Isabella was the first child of Lyman Beecher and his second wife, Harriet Porter Beecher.

Isabella began her education at Catharine Beecher’s Hartford Female Seminary and lived with her sister Mary Perkins. In 1841 she married John Hooker, a descendant of Thomas Hooker, the founder of Hartford. John Hooker was a lawyer and an abolitionist.

In the early 1860s Isabella got involved in the woman’s suffrage movement. Isabella joined Elizabeth Cady Stanton and Susan B. Anthony as a member of the National Woman’s Suffrage Association in 1869. She was a founding member of the Connecticut Woman’s Suffrage Association. Isabella’s ideas of equality were influenced by John Stuart Mills’  On Liberty  and the  Subjection of Women .

In 1871, Isabella organized the annual convention of the National Woman’s Suffrage Association in Washington D.C. and presented her argument before the Committee on the Judiciary of the United States Senate. Her husband,  John Hooker , believed in his wife and supported her activities. He helped Isabella draft a bill to the Connecticut Legislature giving married women the same property rights as their husbands. The bill passed in 1877. Isabella annually submitted a bill granting women the right to vote, but it did not pass in her lifetime.

Due to inclement weather, the Harriet Beecher Stowe Center is closed today, Monday, December 2.

Storytelling for Social Justice

Craft your passion for justice through urgent stories that address pressing social issues in this course.

What you can learn.

• Identify urgent and important stories in your life and your community that only you can write
• Develop work rooted in fact and experience while writing across genres and formats
• Read published works that help you identify opportunity for your writing
• Spark new work you can develop into complete projects

About this course:

Summer 2024 schedule.

Enrollment limited to 15 students; early enrollment advised. Visitors not permitted. Internet access required. 

Internet access required to retrieve course materials.

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e-Publications@Marquette

Home > ARTSSCI > English > ENGLISH_STU > Writing for Social Justice

4210 English: Writing for Social Justice

This course asked students to become writers for social justice even as they worked to answer these large, but critical, questions. To do so, they collaborated with and learned from a community partner: the YWCA Southeast Wisconsin, specifically their Racial Justice Program. Throughout the semester, students worked with the YWCA’s Racial Justice Program to learn more about one type of social justice—that is, racial justice—and to produce multi-modal texts that can be used in efforts toward “eliminating racism, empowering women.” Much of this work was collaborative in nature, involving co-authoring and group work, as well as ongoing and active reflection (e.g., reflective writing, in-class processing, and participation in reflection sessions sponsored by Marquette’s Service Learning Program).

As students engaged in a range of thinking, reading, writing, and research work, they also set their own learning objectives through grading contracts, compiled their work into midterm and final assessment portfolios, and composed carefully crafted cover letters, reflecting on their agency, thinking, and growth throughout the process. These reflective moments provided opportunities to assess their work and to set new goals for future writing and learning.

The students of 4210 English made short (2-5 minute) educational and promotional videos, in partnership with and for use by their community partner, YWCA Southeast Wisconsin’s Racial Justice Program. These short videos involved co-­authoring scripts; conducting and filming interviews; using already-­recorded video footage; working with audio and sound quality; applying visual design principles; captioning video; responding to feedback; and editing for quality.

The students interviewed staff members and teen participants of Everytown Wisconsin, a week-­long, social justice leadership camp for teens. The week-­long camp is intended to help teens (entering grades 10-­2 or recent high school graduates) develop leadership skills, challenge stereotypes, and build self-­confidence—all while having fun. The videos created are intended to highlight participants’ experiences with the camp, tell about the camp in the participants’ voices, showcase what they report learning, and promote the camp to various stakeholders.

Submissions from 2015 2015

Camp Everytown Promotional Video for Parents , Olivia Castro, Chelsea Drenning, Wyatt Massey, and Ebru Singer

Everytown Wisconsin Promotional Video for Teens , Amy Chang, Caroline Mahoney, and Kaitlan Watson

Everytown Wisconsin Promotional Video for the Public , Seamus Doyle, Megan Hahn, Eric Hale, and P.J. O'Connell

English 4210—Grading Contract , Beth Godbee

English 4210—Syllabus , Beth Godbee

What's this all about? A short video about making short videos , Beth Godbee and Elizabeth Andrejasich Gibes

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Creative Writing Prompts About Social Issues

by Melissa Donovan | Sep 22, 2020 | Creative Writing Prompts | 0 comments

Creative writing prompts for the socially conscious.

Today’s post includes a selection of prompts from 1200 Creative Writing Prompts . Enjoy!

Civilization. Society. Culture.

We live in a complex world fraught with struggles.

Most of us are so busy worrying about our own personal problems that we have little time to think about problems that plague our communities, countries, and the planet.

Yet many of us want to be good citizens and stewards. We want to do our part to make the world a little better, or perhaps a lot better.

These are values of social consciousness that we can express through our writing.

Creative Writing Prompts

Social consciousness simply means that we are aware of the problems that exist in society. The creative writing prompts below will inspire you to think about those problems critically.

Feel free to do a little research on any of these prompts before you start writing. Choose whichever prompts strike you as most interesting, and feel free to change the prompt to suit your interests and concerns. If a prompt asks you to write a short story but you’d rather just freewrite about the topic in your journal, then do that instead. Good luck!

• In a country that rants and raves about freedom, the government decides that its people should not be allowed to drink liquor. Write a story set during Prohibition in the United States.
• Use all of the following words in a poem: humanity, hunger, equality, power, greed, redemption, freedom.
• Write a few paragraphs describing censorship. Include examples of how, when, and where censorship might occur. Is it ever okay to censor a book? Who has the right to censor a book? Is it ever okay for the government to censor its citizens? Is criticism the same as censorship? Can criticism be misconstrued for censorship? What is the difference between rules prohibiting certain speech inside a private residence or business as opposed to the laws of a state that prohibits certain speech?
• Choose a cause that you feel is worthy and write an article persuading others to join that cause.
• What are your thoughts and feelings on violence? Is it ever justified? When is self-defense warranted–when a person feels threatened or when they are physically struck first?
• Write a poem about civil service.
• If you could change one thing in the world, what would you change and why?
• Think of a major worldwide problem: for example, hunger, climate change, or political corruption. Write an article outlining a solution (or steps toward a solution).
• Write a poem about disenfranchised or marginalized people.
• You get to cure one disease. Which disease do you choose and why? Do you choose the disease that affects the most people or the one that has affected you or your loved ones?

Did you find these creative writing prompts interesting or inspiring? How often do you use prompts for ideas and inspiration? Share your thoughts by leaving a comment, and keep writing !

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Social Action and Writing Track (SAWT)

• Literary Activism Fusion Marry the power of storytelling with social change, crafting narratives that resonate and inspire action.
• Purpose-Driven Curriculum Dig deep into core ideals such as bearing witness, deep listening, and public-facing action, elevating your writing journey beyond mere storytelling.
• Empathy & Understanding Master the art of embracing diverse stories, challenging your perspectives, and nurturing a genuine empathy for the world around you.
• Tangible Impact Go beyond the page, engaging in the Social Action and Writing Track that transforms theoretical learning into real-world impact.

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In the ebb and flow of challenging times, we find solace, strength, and direction in the power of words. Stories, poems, essays, and myriad written forms become the compass guiding societies, articulating emotions, and illuminating the human experience. Inspired by the transformative nature of art and creation, Lasell University proudly introduces the Social Action and Writing Track (SAWT) for the Solstice MFA in Creative Writing Program , an offering that comes with no additional cost for MFA students.

The SAWT is born out of a deep desire from our community to explore the profound connection between social activism and writing. It serves as a beacon for MFA students eager to delve into the rich tapestry of their literary ancestry, crafting their distinctive voices in the continuous endeavor for a more just world. Our track doesn't merely shape you as a writer; it molds you as a literary citizen, passionate and equipped to incite change through your writing, reading, teachings, and volunteering.

Driving Values: Shaping Writers as Catalysts for Change

• Speaking Truth To oneself and the world. As you journey through this track, unravel the depths of this truth, as it constantly evolves.
• Listening and Learning Forge bonds with peers and mentors and grasp the wisdom they bring.
• Deep Listening and Empathy Embrace stories and perspectives, even if they unsettle you. Sit with them, devoid of judgment, and strive to fathom their essence.
• Bearing Witness Expand your horizons, bear the weight of newfound knowledge, and acknowledge it with heartfelt compassion.
• Immersion, Connections, and Action Go beyond the theoretical. Engage, connect, and transform your learnings into tangible public action through the SAWT project.

SAWT Core Classes, Workshops, Projects

SAWT’s four core units—scheduled as two- to three-hour Craft, Criticism, and Theory (CC&T) classes—are offered on a rotating basis, one per residency; they may be taken in any order. Pre- and post-residency reading and journal reflections may be required to organize and clarify one’s thinking. Students who wish to register for the SAWT classes but do not want to commit to semester readings and journal reflections, workshops, and the related project may do so; such students will not be considered to be in the Track.

Core Classes

Writer as Activist in History (20th century and earlier)

A short historical explanation of what has defined the literary “canon;” and how such definitions have included and excluded—and by extension shaped—social action writing. How do we define social action writing? Who are the main writer-activists of the past? Outside of their writing, who were they as people, and what actions did they take to further their causes? Students will deliver a 5-minute presentation on one writer-activist in history (pre-2000). (Expected prep time for students: 2 – 3 hours)

Writer as Activist in Contemporary Society (21st century)

Examine contemporary works relating to social action and platforms available to writers today. Who are the main writer-activists now? Outside of their writing, what actions have they taken to further their causes? Which writer-activists of the past may have influenced them? Students will deliver a 5-minute presentation on one contemporary writer-activist (post-1999). (Expected prep time: 2-3 hours.) Pre- and post-residency reading and journal reflections may be required.

Social Action and Writing: Who’s Doing It

What organizations are promoting writing-based social justice engagement? This SAWT class will feature guests from organizations and publications that serve as models of what is possible. Informational and inspirational, the presentations will help students generate ideas for their own projects or critical theses. SAWT students will escort and introduce SAWT guests on campus and assist the faculty moderator. Pre- and post-residency reading and journal reflections may be required.

SAWT Flex Class

Social action and writing is an ever-evolving topic in an ever-changing world. This SAWT class changes with the times and the inclinations and needs of our students. Some sample themes and questions that might be explored include, “How can we open up the creative writing workshop beyond its traditional methodologies (e.g., silencing the writer whose work is being discussed)?” “What are the best ways to train writers who want to address social and justice issues?” “How can writers develop a social justice practice?” “What other artistic disciplines explore issues of social action, and how these might inform and expand our own writing practices?” Faculty mentors will guide students in discussions as students develop their answers. Pre- and post-residency reading and journal reflections may be required.

SAWT’s Workshops

Students who commit to the SAWT will be required to participate in a minimum of three of the four spring and fall workshops. Workshops are three-hours long and held on Zoom just after midterm. . In this setting, students critique their peers’ work through a framework that expands traditional workshop modality to consider the tenets of social action-focused writing. Moreover, the workshop aims to foster a spirit of community, where students are learning to write both from lived experience and from the point of view of advocates for social action/justice.

SAWT Project

The SAWT project gives students a chance to explore issues of social action, social justice, and writing in a hands-on way that stretches students’ imaginations. Whatever form the project takes, some aspect must have a public component, putting the “social” in “social action.”

In designing their project, students are invited to be creative and to "think outside the box." Possibilities include development of a podcast, putting together an anthology or digital chapbook, creating a website, designing and running a social media campaign, writing and drawing a short graphic narrative, painting or drawing a poster or series of posters that can be replicated for use at protest rallies, or writing and performing a play or a song. SAWT students may use their project as a basis for their third-semester critical thesis.

Why Choose the SAWT Track?

• A Larger Context Understand that your writing is not just words on a page; it's a dialogue with the world, revealing the bigger picture.
• Mobilize and Create Learn to ignite minds and inspire change by building strategic awareness and fostering genuine relationships.
• Craft Your World Imagine, create, and live in a world drenched in joy and meaning. Become the change agent who crafts that world with enthusiasm and passion.

Explore Solstice MFA in Creative Writing

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• Pedagogy Track
• Social Action Writing Track
• Comics & Graphic Narratives Concentration

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Home > HSEL > HSEL Student Capstone Projects > 674

School of Education and Leadership Student Capstone Projects

Identity placement in social justice issues through a creative writing curriculum.

Tamara Johnson

Summer 2021

Capstone Project

Degree Name

Facilitator(s).

Jana Lo Bello Miller

Content Expert

Andy Maurer

In our current society, there is a growing need for educators to approach curriculum with the knowledge and awareness of the inequities that affect our students based on how they identify. The exploration of student identity in the classroom not only encourages reflection on how students are placed in the context of social justice issues but also promotes the reflection of educators who teach through a social justice lens. This capstone project focuses on the research question: How can curriculum be designed to place student identity in the context of social justice issues through creative writing and reading in an English Language Arts classroom? This project examines the current approaches and resources for social justice pedagogy and how using creative writing in an English Language Arts classroom can promote identity exploration and critical thinking of social justice issues. The result of the research concludes with a project that is a 12 week curriculum design of a creative writing unit for an ELA classroom. The unit focuses on reading, discussing and writing about social justice issues and identity and is broken into mini units based on three genres of creative writing: poetry, nonfiction and fiction. It can be concluded through this project that integrating identity exploration through writing and analyzing texts with a social justice focus has the potential for enhancing student growth in communication skills and their understanding of their voice in conversations surrounding social justice.

Project Type

Recommended citation.

Johnson, Tamara, "Identity Placement In Social Justice Issues Through A Creative Writing Curriculum" (2021). School of Education and Leadership Student Capstone Projects . 674. https://digitalcommons.hamline.edu/hse_cp/674

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School of Education Student Capstone Projects

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Dreaming What We Deserve: A Personal Story of Transformative Justice

Join Minister Blyth Barnow for a discussion on Transformative Justice that weaves together both vision and reality. How do we make TJ real in our ordinary lives? How do we take the first step? 

Minister Blyth Barnow is a preacher, harm reductionist, writer, community organizer, and new parent. She serves as the Director of HEAL Ohio, where she works to bring clergy and people who use drugs together to end the racist war on drugs. She is the founder of Femminary and works nationally to develop harm-reduction resources for faith communities. Her writing appears in Beyond Survival, Strategies and Stories from the Transformative Justice Movement (Edited by Ejeris Dixon and Leah Lakshmi Piepzna-Samarasinha), The Care We Dream Of, Liberatory and Transformative Approaches to LGBTQ+ Health (Edited by Zena Sharman), and The Book of Radical Answers: Real Questions from Real Kids Just Like You (by Sonya Renee Taylor). Blyth graduated from Pacific School Of Religion, receiving a Master of Divinity and the Paul Wesley Yinger preaching award. This event is sponsored by the Office of Equity and Inclusion, UMass Libraries, College of Social & Behavioral Sciences, Isenberg College of Management, Manning College of Information and Computer Sciences, UMass Prison Abolition Collective, Center for Education Policy & Advocacy, Graduate Student Senate, Department of Sociology, Department of Anthropology, and Department of Environmental Conservation.

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Here are the winners of the inaugural Poynter Journalism Prizes

The awards continue a 45-year tradition that was most recently headed by the News Leaders Association.

Poynter announced Tuesday the winners of its inaugural journalism contest, continuing a tradition that was most recently headed by the News Leaders Association.

The Poynter Journalism Prizes saw over 525 entries from more than 300 news organizations and individual journalists. The contest was open to work across all platforms, including digital and broadcast, and featured 10 categories focused on different aspects of writing, reporting and leadership. Winners will receive a cash prize of $1,000 or $2,500, depending on the category.

“The judges were faced with a problem that the journalism industry can be truly proud of — it was really hard to select winners because there were so many high-caliber choices,” Poynter president Neil Brown said. “The Poynter Journalism Prizes honors great journalism that makes a difference and we find it in all kinds of news organizations and in a diverse range of communities. That’s good for society and it bodes well for the media business.”

This year’s contest featured one new category honoring short-form journalism . Named after retired Poynter faculty member Roy Peter Clark, the Clark Prize was awarded to Dallas Morning News public safety reporter Maggie Prosser for a 425-word story about a mother who lost her daughter to fentanyl poisoning.

The Morning News was also named a finalist in the writing excellence category for its work covering the Allen, Texas, mall shooting . Two other outlets, The Washington Post and The Boston Globe, made multiple showings among this year’s winners and finalists. The Post was named a finalist in two categories and won the social justice reporting category for an investigation into the Smithsonian’s holdings of human remains . The Globe was named a finalist in four categories and won the column writing category for metro columnist Yvonne Abraham’s work covering the city’s homeless . (Stat, which is owned by the same parent company as the Globe, also won a reporting category.)

Here are the 2024 Poynter Journalism Prize winners:

The Batten Medal

Awarded to Casey Ross and Bob Herman of Stat for Denied by AI: Consequences for Sick and Vulnerable Americans , a series of stories about the use of algorithms to deny care to ill patients in pursuit of higher profits. The medal recognizes exceptional journalism that makes a difference to the lives of people and their communities.

• The staff of The Boston Globe for Nightmare in Mission Hill
• The staff of TMJ4 News for Project: Drive Safer

The Frank A. Blethen Award for Local Accountability Reporting

Awarded to Jeremy Rogalski, John Gibson and Jennifer Cobb of KHOU-11 TV for Coffee City Police , an investigation into the Coffee City Texas Police Department that found that in a city of almost 250 people, there were 50 police officers. The award recognizes outstanding work done by a news organization that holds local authorities accountable for actions (or inaction).

• Ted Sherman of NJ Advance Media for Death at Berth 18
• The staff of The Villages Daily Sun for The Untold Stories of Ian’s Immense Death Toll

The Dori J. Maynard Justice Award

Awarded to Nicole Dungca, Claire Healy and Andrew Ba Tran of The Washington Post for The Collection , an investigation into the Smithsonian’s collection of human remains, many of which belonged to Black and Indigenous people. The award honors social justice reporting.

• The staff of Retro Report for Generations Stolen

The Deborah Howell Award for Writing Excellence

Awarded to Megan Cassidy and Gabrielle Lurie of the San Francisco Chronicle for an 18-month investigation that explored how migrants from Honduras’s Siria Valley provide the labor that fuels San Francisco’s drug crisis. The award recognizes distinguished achievement in writing in any medium.

• The staff of The Dallas Morning News for its coverage of the Allen shooting .
• Wright Thompson of ESPN for Joe Montana Was Here

The First Amendment Award

Awarded to the staff of the Malheur Enterprise for reporting about Malheur County’s lack of transparency and the effect and importance of the paper’s lawsuit against the county to enforce state public records law. The award is given to the best example of protecting or advancing freedom of information principles, and/or overcoming significant resistance to the application of the First Amendment.

• Jim Baumbach, Joie Tyrrell and Dandan Zou of Newsday for Teacher Misconduct on Long Island .
• Hannah Natanson of The Washington Post for The School Book Wars

The Burl Osborne Editorial and Opinion Award

Awarded to the San Antonio Express-News for Political crisis at the border , a series that looks at how barbed wire is a cruel and ineffective tactic to keep people from entering the U.S. The award recognizes excellence in editorial writing that has made an impact on behalf of a community, resulting in change for the better.

• The Boston Globe for editorials addressing the Massachusetts housing crisis
• Isadora Rangel of the Miami Herald for Miami Dysfunction

The Mike Royko Award for Commentary and Column Writing

Awarded to Yvonne Abraham of The Boston Globe for commentary writing about Boston’s homeless and the myriad issues they face. The award recognizes excellence in writing by an individual expressing a personal point of view.

• Anita Chabria of the Los Angeles Times for her columns
• Connie Wang and Connie Aramaki of The New York Times for Generation Connie

The Punch Sulzberger Innovator of Year

Awarded to Adam Clark of New Jersey Advance Media for The Oral History of Wawa , a story of how a convenience store became a cultural phenomenon. The award honors a journalist or organization that excels in new ways of executing the craft of journalism and whose work is a bold new approach.

• Opinion designer Heather Hopp-Bruce of The Boston Globe
• Senior editor for visual storytelling Monica Ulmanu of The Washington Post

The Robert G. McGruder Diversity Award

Awarded to the Mississippi Free Press for building its newsroom with community and its diversity in mind. The award honors the accomplishments of media professionals who encourage diversity in hiring and coverage.

The Roy Peter Clark Prize for Excellence in Short Writing

Awarded to Maggie Prosser of The Dallas Morning News for Deadly Fake: ‘Something of hers,’ a 425-word story about a grieving mother who lost her daughter to fentanyl poisoning. The prize honors compelling journalistic writing of less than 800 words in any medium.

• Kristin Schwab of Marketplace for ‘Tell me how we work and spend. You have four minutes.’

Poynter hosted the prizes for the first time this year after the NLA decided last year to transfer its awards program to the Institute. The NLA, a nonprofit organization dedicated to newsroom leadership, diversity and First Amendment issues, had run a journalism contest since 2019. But financial challenges forced the association’s board to vote in October to dissolve the organization and transfer its assets — including the NLA Awards — to other nonprofit journalism groups.

The NLA Awards got its start after the American Society of News Editors and the Associated Press Media Editors merged in 2019 to form the NLA. Previously, the ASNE had run its own journalism competition. Most of the Poynter Prize Journalism categories come from the ASNE Distinguished Writing Awards, which began in 1979.

Though this is the first year Poynter has run the contest, it used to host the judging for the ASNE awards and published a book each year compiling winning entries. The ASNE awards were also inspired by Eugene Patterson, who served as ASNE president and Poynter’s chairman.

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Poynter Journalism Prizes honor excellence in U.S. journalism

Winners and finalists are the first for the contest under the stewardship of the Poynter Institute

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