Editorial: The Writing Realities Framework and new directions in writing research, instruction and learning

Abstract

The Writing Realities Framework, developed by Young, Ferguson, Kaufman and Govender (2022), provides a robust structure for understanding and developing writing pedagogies which can empower all young people to express their unique perspectives, cultural capital and lived experiences through writing. It supports a more community-focused and identity-affirming approach to writing instruction. This special issue presents a collection of articles that have engaged with this theoretical framework in diverse and thought-provoking ways, highlighting the key themes of writer-identity, critical literacies, culturally sustaining pedagogy, multiliteracies, translanguaging and intertextuality The collection emphasises the range and complexity of educators' and young people's writing practices, encouraging scholars, policymakers and teachers to consider new ways of framing their research and practice.