Issue Theme: Visible Teaching: Open Doors as Resistance


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Issue Theme: Visible Teaching: Open Doors as Resistance

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From the Guest Editors
Sean P. Connors and P. L. Thomas

High School Matters: Swinging Open Our Classroom Doors
Katie Greene
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Speaking My Mind: Why All Students Need Literature More Than Ever
Christy Goldsmith

Cultivating Teacher Agency: How Teachers Persist in the Face of School Mandates
Shana V. Hartman
Abstract: Using language from a department meeting, this article shares how a veteran high school English teacher closed her classroom door when faced with a mandate from the district.

Moving English Classrooms toward Critical Possibilities
Aimee Hendrix-Soto
Abstract: Through engagement with critical literacies and multiliteracies, an urban classroom becomes a space of agency and resistance for students and teacher alike.

Radical Hope in English Education: Hewing Open Doors in Stone
Teresa LeSage and Emily Schindler
Abstract: In this piece, a practicing teacher discusses an institutional and collegial experience as she attempts to implement an innovative, research-based curricular model for literacy education.

Dialogism in Teacher Professional Development: Talking Our Way to Open-Door Teaching
Melissa Summer Wells and Dawn Johnson Mitchell
Abstract: Two district literacy leaders share their experience designing a dialogic model of professional development for literacy teachers that advocates for open-door teaching.

Respectfully Rethinking Resistance
Michael Macaluso and Anne Russo
Abstract: This article respectfully challenges the metaphor of “open doors as resistance” by reconceptualizing power in the English classroom.

Visible Teaching, (In)visible Teacher: An Educator’s Journey as a Muslim Woman
Limarys Caraballo and Elma Rahman
Abstract: Drawing from autoethnography, the authors examine a Muslim teacher’s experiences as she encounters several closed doors in her journey to become an educator.

Opening the Door for Cross-Disciplinary Literacy: Doing History and Writing in a High School to University Collaboration
Beatrice Mendez Newman and Penny Rosas
Abstract: Drawing on the work of Denstaedt, Roop, and Best (NCTE), the authors devise and coteach an interdisciplinary unit based on proslavery and abolitionist primary documents to guide students in doing history and doing writing.

Collaborative Professional Development through a Critique Protocol
Michelle Lee Sprouse
Abstract: The most common forms of teacher professional development are ineffective and lead to low teacher satisfaction. A critique protocol offers an alternative that intellectually engages teachers and fosters meaningful collaboration at different career stages.

Painting a Portrait of Visible Teaching with an Activist Educator
Elexia Reyes McGovern
Abstract: This article uses data from a year-long ethnographic study to paint a portrait of one Chicana veteran teacher who enacts an activist pedagogy in the secondary English language arts classroom.

Editors’ Introduction:Teaching Adventures of Huckleberry Finn: Essays in Conversation
Julie Gorlewski and David Gorlewski
Abstract: Julie and David Gorlewski introduce this special section in which four experienced English language arts teachers discuss and debate the controversies involved with teaching Adventures of Huckleberry Finn.

Huck and Kim: Would Teachers Feel the Same if the Language Were Misogynist?
Peter Smagorinsky
Abstract: The author reviews controversies surrounding the teaching of Huck Finn in the context of racial turmoil in the United States, then presents a revised text that substitutes a misogynist term, c***, for n*****, and makes the character Jim a female, Kim, asking readers to consider the need for empathy in reading.

The Irrationality of Antiracist Empathy
Leigh Patel
Abstract: The author intersectionally examines the arguments around Adventures of Huckleberry Finn as evidence of the curricular centrality of whiteness. She calls for educators to attend the material purposes of oppression.

Is Huck Finn Still Relevant? Revisiting “The Case for Conflict”
Ebony Elizabeth Thomas
Abstract: In this commentary, the author explores the underlying conflicts related to whether Adventures of Huckleberry Finn should be part of the high school literary canon.

We Dare Not Teach What We Know We Must: The Importance of Difficult Conversations
Jocelyn A. Chadwick
Abstract: The author encourages educators and researchers to foreground the voices and experiences of youth and youth culture in discussions about power and privilege in canonical and contemporary texts.

Poem: Training Day
Scott W. Earl

Poem: Parent-Teacher Conference
E. Suzanne Ehst

Poem: Huckleberry Finn: 2016
Paul Wiegel

Book Reviews
Delane Bender-Slack
Abstract: The "Book Reviews" column examines professional texts with cutting-edge information for the rapidly changing field of education.

Carpe Librum: Seize the (YA) Book: Transitioning Teens: Why We Can’t Forget the T in the LGBTQ Spectrum
J. Eanan Nagle
Abstract: This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.

Disabling Assumptions: Exploring Assistive Technology
Melissa Helquist
Abstract: This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

Lingua Anglia: Bridging Language and Learners: Embracing African American English
Pamela J. Hickey and Vicki McQuitty
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Reframing Readiness: Standing Up for the Framework for Success
Peter H. Khost and Anne-Marie Hall

Soft(a)ware in the English Classroom: Pedagogy’s Patents: Opening the Door on Technology’s History in Our Classrooms
Tom Liam Lynch
Abstract:  “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software. 

Speaking Truth to Power: Speaking Out Locally: Open Letters and Rhetorical Opportunities
Melanie N. Burdick
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.