English Journal - Volume 108, Issue 4, 2019

After attending a performance of Macbeth with ninth graders who questioned the director’s casting decisions, the authors revisited their assumptions about race and teaching the play.

In a comparative literature study, Claire Cothren guides students through notions of Whiteness by highlighting aesthetics associated with racially marginalized groups.

Mario Worlds and Cody Miller argue that to disrupt racial hierarchies we must purposefully disrupt the canon of literature.

Using the dystopian novel Orleans as an example, the authors outline a framework for questioning the discourses students encounter in texts written for young adults.

When two Ohio teachers updated the idea of pen pals, they experienced race-related challenges they did not foresee.

Working as a team, three teachers created an interdisciplinary course for middle schoolers to examine issues of social justice.

A veteran teacher reflects on his career and his relationship with a poet that began in his second-period English class in 1967.

When a near-fatal classroom incident exposed the author’s vulnerability, it reinvigorated his teaching journey.

A preservice teacher considers how her experiences as a woman of color have shaped her understandings of identity and diversity in the classroom.