Choi Geonah This study examined literacy education from the perspective of social practice and investigated the feasibility of designing literacy lessons based on the conscientization experiences of pre-service teachers. Six pre-service teachers participated in the study, writing essays about social issues they encountered in their daily lives. The study collected and analyzed essays and one-on-one interview data. The analysis revealed that the pre-service teachers improved their understanding of issues through writing and actively investigated social problems. However, difficulties in problem-solving and skeptical views on the applicability of this approach in educational settings have also been revealed. In particular, there is a requirement for careful lesson design that considers teacher neutrality, parents, school culture, and student levels. This study suggests that the conscientization experience gained through writing can serve as a first step toward social practice for pre-service teachers and that various conditions and contexts must be carefully considered when developing actual lessons. We believe that this study will be a useful starting point for future research into comprehensive literacy education designs and social participation-centered lesson practices.