Dianne Wellington recently published a co-authored article titled "Critical Dialogue as a Decolonial Feminist Approach to Healing and Restoration in Antiracist Literacy Education" in the journal Intersections: Critical Issues in Education. The article explores critical dialogue as a healing practice in antiracist literacy education. Using duoethnography and decolonial feminist perspectives, Dr. Wellington and her co-author examine how meaningful conversation supports sustained antiracist work. The study frames healing as an intergenerational movement and positions literacy education as a catalyst for transformation. Dr. Wellington advocates for restorative literacies that challenge systemic oppression through relational, justice-driven teaching practices that honor students' lived experiences, histories, and ways of knowing — fostering resilience, transformation, and coalition-building in educational spaces.