Amplifying Student Voices: A Case Study on The Writing Workshop in a 10th Grade English Classroom

This qualitative case study explores how a white, second-year 10th-grade English teacher implemented a culturally affirming version of The Writing Workshop in a private high school serving primarily Black and Latine students from working class families. Through a yearlong collaborative coaching partnership between the researcher and teacher, this study examined how writing instruction might elevate student voice in writing instruction. Grounded in a pragmatic interpretivist epistemology and supported by five intersecting theoretical lenses—democratic education (Dewey), sociocultural constructivism (Vygotsky), culturally affirming pedagogy (Ladson-Billings), critical pedagogy (Freire), and radical love (hooks)—this case study investigated how students used writing as a means of self-discovery, socio-political critique, and community connection. Primary data sources included semi-structured student interviews, student focus groups, and a teacher interview. Findings revealed four emergent themes: the necessity of relational trust; the development of student agency through scaffolded, student-centered writing; writing as a tool for sociopolitical engagement; and the transformative potential of radical love in the classroom. The study culminates in a revised conceptual model of The Writing Workshop that integrates post-process critique and centers writing as both cognitive and affective practice. This dissertation contributes to the growing body of research on culturally affirming writing instruction and affirms that when educators and students co-construct classroom spaces, young people rise to meet the moment with brilliance, courage, and voice.