Critical Dialogue as a Decolonial Feminist Approach to Healing and Restoration in Antiracist Literacy Education

Authors

Dianne Wellington, SUNY CortlandFollow
Amy Walker, Kent State UniversityFollow

Abstract

Antiracist work requires healing and restorative practices to sustain meaningful change. This study examines critical dialogue as a restorative practice in literacy education, using duoethnography to explore its role in antiracist efforts. Grounded in decolonial feminist research, we frame healing as an intergenerational movement and literacy education as a catalyst for transformation. Our findings advocate for restorative literacies that challenge systemic oppression, emphasizing relational, justice-driven practices to foster resilience, transformation, and coalition-building in academia. We offer implications for how literacy education can engage lived experiences, histories, and epistemologies to support individual and collective healing.

Recommended Citation

Wellington, Dianne and Amy Walker. "Critical Dialogue as a Decolonial Feminist Approach to Healing and Restoration in Antiracist Literacy Education." Intersections: Critical Issues in Education 6, 1 (2026). https://digitalrepository.unm.edu/intersections/vol6/iss1/4