I argue that literacy studies needs to define the role of peace in our efforts to pursue social justice. Drawing on the work of Vietnamese Zen Buddhist teacher Thich Nhat Hanh, I show that promoting peace is the means, as well as the end, of working toward social justice. Further, I demonstrate that the process of transforming alienation into connection is a crucial step in fostering peace. Using this framework, I analyze ethnographic data on one highly successful writing instructor’s classroom literate practices to illustrate a pedagogical approach that helped shift both students and teacher from alienation to connection.
A Journal of Community-Engaged Writing and Rhetoric