English Journal - Volume 110, Issue 1, 2020

Teaching a seminar for preservice graduate students pushed the author to consider the possibilities for “critical trans* pedagogy” in secondary English classrooms.

When two students chose not to identify their gender on a standardized test, an eighth-grade teacher noticed and realized she needed a more inclusive approach to instruction.

“Moving toward discomfort” in classroom discussions provided the author a starting point for conversations about the conventions of normativity

A new state requirement to teach an LGBTQ+-inclusive curriculum inspired a teacher in New Jersey to create an American literature unit focused on intersectionality and allyship.

A former elementary teacher and a former high school teacher collaborated to envision a comprehensive approach to inclusive ELA instruction.

Eighth graders in New Jersey began their academic year witha close-reading unit focused on gender and queer theory.

Research on the use of linked text sets to study the Holocaust inspired the authors to create an interdisciplinary unit that is intentionally queer-inclusive.

Members of the NCTE Standing Committee Against Censorship provide suggestions for combating resistance to progressive curricula and inclusiveclassroom libraries.

In a conversation about her experiences with NCTE working as an advocate for the inclusion of LGBTQ+ concerns over several decades, a pioneer reflected on the organization’s progress.

In their inaugural column, the editors call for ELA curricula to be intentionally inclusive of BIPoC voices as a way to disrupt White supremacy in our classrooms.

Helping students feel “at home” in the classroom relies on a community ethos that honors everyone.