The introduction is comprised of two parts: 

Letter Writing as Resistance: Towards Counterstory Pedagogy 

This part introduces the theoretical frameworks that ground the integration of letter writing as a mode of counterstory pedagogy, focusing on critical race theory and narrative inquiry. It makes a case for how epistolary writing facilitates students to courageously assert their unique perspectives while challenging dominant narratives that have historically silenced marginalized voices. The section also highlights the importance of educators examining their positionality and modeling self-reflection as a practice of accountability in fostering inclusive learning environments. Additionally, it provides historical context about the university and the Master of Social Work (MSW) program, offering readers insight into the backdrop against which the epistolary assignment—and, ultimately, this book—was developed. 

Counterstory Pedagogy: A Case Example 

Co-authored with two former students, this section presents a pedagogical case study on using epistolary essays to foster transformative learning in social work education. The section also explores the framework of counterstory pedagogy and its connection to transformative learning theory. It details the strategies used to create a brave and inclusive learning environment that encouraged critical self-reflection, courageous vulnerability, and healing through letter writing. Student co-authors provide personal narratives about their learning experiences. Educators are offered practical insights into creating a learning environment where students feel empowered to engage in critical dialogue, reflect on their lived experiences, and learn across differences through narrative inquiry and letter writing. This section serves as a guide for those seeking to transform the classroom into a co-created brave space for collective inquiry and social justice learning in higher education.