This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and a sense-based pedagogy lens, we explore how various forms of literacy and multimodalities allowed this community to grieve and foster solidarity in a time of loss. We conducted several rounds of inductive and emotion codings to identify key themes from our data sources which included student work/publications, social media posts, organization communication, videos, focus groups, and staff interviews. Our preliminary findings show that (a) reciprocal vulnerability developed over time can produce solidarity; (b) writing can be a restorative act in collective loss; and (c) writing through grief positions students as leaders of their communities. Through this study, we provide educators and community members with potential tools for developing spaces for restorative education and supporting collective resilience through literacy practices.

中文翻译：

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写下悲伤：教育社区空间丧失时的团结

这项定性案例研究是一个更大的大学与社区合作伙伴关系的一部分，该合作伙伴关系探讨了青少年利用批判性读写能力在社区中写作、参与和领导的情况。在这项具体研究中，我们探讨了这样一个问题：教育界如何利用扫盲实践和方式来哀悼集体损失并发展彼此之间的团结？通过利用批判性的识字框架和基于感觉的教育学视角，我们探索了各种形式的识字和多模式如何让这个社区在失去亲人的时刻表达悲伤并促进团结。我们进行了几轮归纳和情感编码，以从数据源中识别关键主题，其中包括学生作品/出版物、社交媒体帖子、组织沟通、视频、焦点小组和员工访谈。我们的初步研究结果表明，(a) 随着时间的推移形成的相互脆弱性可以产生团结；(b) 写作可以成为集体损失的恢复行为；(c) 通过悲伤写作使学生成为社区的领导者。通过这项研究，我们为教育工作者和社区成员提供了潜在的工具，用于开发恢复性教育空间并通过扫盲实践支持集体复原力。