When teachers write and heal together: Using critical race theory and historically responsive literacy in digital 3^rd space.

This article focuses on how the Red Mountain Writing Project (RMWP) created and sustained a virtual “third space” for teacher-writers during the COVID-19 pandemic, grounded in Critical Race Theory (CRT) in education and Historically Responsive Literacy (HRL). This space enabled predominantly educators of color from diverse geographic and professional backgrounds to engage in writing and critical reflection as a means of healing, social awareness, and anti-racist teaching practice amid racial violence, health disparities, and educational inequities. The authors describe the structure and norms of the weekly writing sessions, emphasizing the importance of collective vulnerability, inquiry, and equity-centered dialogue that addressed teachers’ lived experiences and systemic racism. The initiative illustrates how such supportive, culturally responsive communities can foster teacher well-being, agency, and anti-racist pedagogical commitments during times of social and educational upheaval.