One starting point . . .
might be Mary Rose O'Reilley's The Peaceable Classroom (1993), which describes a pedagogy whose ultimate goal is peace among humans. O'Reilley's vision intersects directly with the vision I am articulating here. In Teaching to Transgress (1994) and in much of her other work, bell hooks also discusses re-imagining and enacting pedagogical practices that promote openness and dialogue in ways that foster more equitable relations among humans. Other such models exists, though they are often seen as eccentric or utopian, sometimes associated with ideas like spirituality that provoke skepticism and even ridicule in academic circles. Yet what runs through such work is the idea of educating the whole person and promoting habits and practices in the classroom that foster peace and justice. Steven Glazer's The Heart of Learning (1999) is one collection that brings together an eclectic group of thinkers to address the notion of spirituality in education, from bell hooks to the Dalai Lama. Reason to Believe (1998), by Hepzibah Roskelly and Kate Ronald, also offers ideas for imagining the teaching of writing in this light.