English Journal - Volume 106, Issue 1, 2016

This piece illustrates a community’s attempts to reclaim physical and ideological space in an urban public school district, linking Native feminist theories to the production of three Native feminist texts by a collective of Native students, families, and educators.

With a poem by Dr. Leanne Simpson, Anishinaabe scholar and storyteller, at its foundation, this article discusses the impact on Métis filmmaker Cara Mumford of creating a short film based on the poem, while exploring connections between women, language, and land within Michi Saagiig Nishnaabeg territory.

This article explains how Native feminist texts are helpful in challenging preservice secondary English teachers to examine what the author calls “settler teacher syndrome,” a condition in which classroom teachers make instructional, pedagogical, and disciplinary decisions that support settler colonialism.

This work describes some of the colonial issues that Indigenous women face and how they are rising to the challenge, partly through training young leaders and building broader alliances.

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.

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.