Issue Theme: Equity and English: Constructing a Just Future

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  • ISBN/ISSN(s):
    0013-8274

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Issue Theme: Equity and English: Constructing a Just Future

Call for Manuscripts

2017–18 Reviewers

From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Let the Babies Lead!
Shekema Silveri
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Teaching in Multilingual Schools
Lawrence Baines and Anastasia Wickham
Abstract: Teaching in multilingual classrooms is the new normal. This article provides a sense of the multilingual nature of public schools and offers suggestions for interactions in multilingual classrooms that are both caring and effective.

English Learners (ELs) Have Stories to Tell: Digital Storytelling as a Venue to Bring Justice to Life
Martha Castañeda, Xiang Shen, and Esther Claros-Berlioz
Abstract: This article discusses digital storytelling as a coalitional literacy practice as a venue for learners, including English learners (ELs), to learn from each other’s stories rooted in social injustices.

Using Genius Hour to Change What We Do with What We Know
Pamela K. Coke
Abstract: The author asks, “Where can we, as English language arts teachers, create room in our classrooms for curiosity—for students and for ourselves?” She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.

Creating an Understanding of an Unfamiliar Culture (Islam) through Young Adult Literature
Arianna Drossopoulos and Danielle King-Watkins
Abstract: This article focuses on the implementation of one unit and ways educators might consider using YA literature featuring Muslim characters to foster meaningful discussions about society as a whole.

Writing toward Democracy: Scaffolding Civic Engagement with Historically Marginalized Students
E. Suzanne Ehst and Lewis Caskey
Abstract: This article describes the implementation of a persuasive writing unit with mostly Latinx students in a “focused track” at a Midwestern high school. The authors scaffold not only writing skills but also the experience of engaging policy issues and power structures.

Harnessing Play for Mutual Humanization in the Classroom
Misty Ferguson
Abstract: Playful teaching is a little-explored way to reinvigorate secondary classrooms with our vibrant mutual humanity.

What’s So Funny about Social Justice?
Bruce Goebel
Abstract: The author argues for the use of humorous texts to help students develop critical reading/viewing skills and to promote social justice issues.

Blended Learning as a Transformative Pedagogy for Equity
Mackenzie O’Connor Kaspar
Abstract: This article examines how blended learning can serve as a transformative framework to create a more equitable English classroom.

Subversive Literacy: Arts-Based Learning for Social Justice, Equity, and Student Agency
Gustave Weltsek and Noel Patrick Koontz
Abstract: The authors explore how multiple arts-based learning strategies (ABLS) provided a means to subvert traditional literacy methods.

What Language Communicates: Surfacing Language Ideology with High School Students
Naitnaphit Limlamai
Abstract: This article describes how the author would teach a unit about gender and language with an increased knowledge of ideology about language.

“We Are Not Dirt”: Freirean Counternarratives and Rhetorical Literacies for Student Voice in Schooling
Everardo Pedraza and R. Joseph Rodríguez
Abstract: Based on a critical literacy unit in a high school classroom in the San Joaquin Valley, this article details a project on the nature of disciplinary rules and policies.

On Second Thought: Teaching for Social Justice through Sports Culture
Luke Rodesiler and David Premont
Abstract: This article presents one teacher’s effort to reflect and reconsider a missed opportunity to teach for critical literacy and promote social justice through the exploration of racist nicknames, mascots, and logos in sports culture.

Decolonizing ELA: Confronting Privilege and Oppression in Textual Spaces
Meredith N. Sinclair
Abstract: This article uses Daniel José Older’s Shadowshaper as the core of a unit challenging students and teachers to confront and dismantle systems of oppression.

Striving toward Woke English Teaching and Learning
Scott Storm and Emily C. Rainey
Abstract: The authors offer an illustration of a pedagogical routine designed to support students’ critical consciousness and literacy learning through the collective examination of shared texts.

Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance
Jemimah L. Young, Marquita D. Foster, and Dorothy Hines
Abstract: The authors describe using counter fairy tales to (re)center the voices of Black girls as literacies of resistance in English education.

Poem: September
Jocelyn Wiley

Poem: Remember Walter
Mary-Celeste Schreuder

Poem: Inherited Returns: A Poem in Three Parts—Nos. 6, 14 & 23
Mara Lee Grayson

Book Reviews
Ken Lindblom

Books reviewed:
Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom, 2nd ed., by Deborah Dean

Gamify Literacy: Boost Comprehension, Collaboration and Learning; edited by Michele Haiken

Continuous Becoming: Moving toward Mastery: From Kindness Circles to Zero Tolerance: Why Anti-bullying Curricula Often Fail
Julie Work-Slivka and Chrysanthe Gianiodis
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own road maps toward mastery.

Carpe Librum: Seize the (YA) Book: The Future Is Female: Bad-Ass Feminists in YA
Pauline Skowron Schmidt
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.

Speaking Truth to Power: Speaking Truth to Power in English Journal, 2013–18: A Retrospective
P. L. Thomas and Christian Z. Goering
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Lingua Anglia: Bridging Language and Learners: We Are All Multilingual
Pamela J. Hickey and Tarie Lewis
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Soft(a)ware in the English Classroom: CS4ELA: An Invitation to English Teachers to Take Up Computer Science
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.

Disabling Assumptions: Promoting Equity and Justice through Text Choices, Questions, and Ways of Writing
Patricia A. Dunn
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.

Indexes to Volume 107