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.

Erin T. Miller reviews a recently published teacher narrative about spending a year examining race and racism with a group of mostly White high schoolers in Minnesota.

An author of books for young people that include poetry anthologies explains how "digital" poems help students develop global perspectives.

The column editors invited a teacher to share reading and teaching ideas for The Merchant of Venice and explain an analytical approach based on analogy, antithesis, and ambiguity in the play.

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