Issue Theme: “Beyond the Dream”: Black Textual Expressivities between the World and Me


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Issue Theme: “Beyond the Dream”: Black Textual Expressivities between the World and Me

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From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Black Rhetoricians Matter
Janet Atkins

EJ in Focus: “Beyond the Dream”: Critical Perspectives on Black Textual Expressivities. . . Between the World and Me
David E. Kirkland

Students Contesting “Colormuteness” through Critical Inquiries into Comics
David E. Low
Abstract:  In an era of “colorblind racism,” in which race and racism are often suppressed as topics of discussion in classrooms, this article explores how students used comics to invent workarounds for “colormuteness” in their school. Knowing comics are not generally taken seriously, students employed the medium to subversive ends.

Beyond the Dream, the Journey: American Novels That Track the Path from Slavery to Freedom
Maridella Carter
Abstract: Focusing on the literal and psychological journey to freedom in Twain’s Adventures of Huckleberry Finn, Morrison’s Beloved, and Jones’s The Known World, the author discusses how students’ reading of these three novels in chronological order creates a literary journey about our culture’s movement toward equality of opportunity.

Revolutionizing the English Classroom through Consciousness, Justice, and Self-Awareness
Lyschel Shipp
Abstract: The author argues that, by revolutionizing the literary canon, we are revolutionizing the English classroom, and urges us to shift from focusing exclusively on required texts to equally acknowledging the urgent need for consciousness and activism from our students.

#WOKE: Employing Black Textualities to Create Critically Conscious Classrooms
Monique Cherry-McDaniel
Abstract: This article employs the use of black textualities to reimagine an English classroom designed to cultivate critically conscious students. The author argues that a critically conscious classroom engages students in self-determination, citizenship formation, and strategic activism, and further argues that black textualities are perfect for supporting this work.

Racial Identity and Liberation Literacies in the Classroom
Jamila Lyiscott
Abstract: The author explores the racial and cultural ideologies that inform what it means to be Black in the United States and how this mainstream framing of Blackness intersects with teacher preparedness to engage Black textual expressions in the classroom.

Sourcing the Imagination: Ta-Nehisi Coates’s Work as a Praxis of Decolonization
Stacey A. Gibson
Abstract: At a time when some high school English classrooms erase and distort experiences and identities, it is vital for educators to explore pedagogies that provide radically reimagined forms of liberatory thought. This article explores ways the work of Coates can serve as “blueprint liberation” in the English classroom.

“Loving Blackness to Death”: (Re)Imagining ELA Classrooms in a Time of Racial Chaos
Lamar L. Johnson, Johnnie Jackson, David O. Stovall, and Denise Taliaferro Baszile
Abstract:  In this article, the authors argue that the racial violence that unfolds against Black youth in various communities seeps into ELA classrooms. They contend educators must begin to reimagine ELA classrooms as revolutionary sites that disrupt racial injustice while striving to transform the world and humanize the lives of Black youth.

The Teaching of “Dangerous” School Bodies: Toward Critical Embodied Pedagogies in English Education
Ting Yuan
Abstract: The author reflects on Fanon’s “historico-racial schema” regarding the Black body and shares a personal teaching journey. The author further builds on Leander and Boldt’s critique of “A Pedagogy of Multiliteracies” to examine the dimension of body within multiliteracies, followed by a discussion on critical embodied pedagogies.

Poem: Black English
Arianna Talebian

Robert Jean LeBlanc

Poem: Ebonics 101
Steven Willis

Book Reviews
Ken Lindblom

Lingua Anglia: Bridging Language and Learners: Facilitate Informational Text Comprehension with Vocabulary Instruction
Meghan D. Liebfreund
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Disabling Assumptions: The Fault in Our Oversights: Employing a Disabilities Studies Lens with The Fault in Our Stars
Amber Moore
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

Speaking Truth to Power: The Persistent Relevance of a Writing Process Orientation
Anne Elrod Whitney and Lindy L. Johnson
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Soft(a)ware in the English Classroom: (Re)Framing Education for Equity: Acknowledging Outputs and Inputs in Literacies Education
Noah Asher Golden
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Carpe Librum: Seize the (YA) Book: Pairing Contemporary Nonfiction with Canonical Texts
Audrey A. Fisch and Susan Chenelle
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.

Reframing Readiness: Through the Cracked Looking Glass: The Framework for Success in Postsecondary Writing as Assessment Model
David Hyman; Darsie Bowden
Abstract: The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project) describes experiences and habits of mind that will equip students for success in college writing. This column highlights examples of the values espoused by the Framework and aims to increase understanding of this statement, advocating for its rich conception of writing.