English Journal - Volume 113, Issue 1, 2023

Two Black teacher educators share how they used critical lenses in a book club with high school students to disrupt myths that paint Blackness as a monster to be silenced, controlled, and surveilled.

In a call for a reimagining of English language arts classrooms that center Black and Brown students, two former teachers offer three anti-racist teaching practices that decenter whiteness and foster hope and justice.

Three educators discuss how a summer writing camp for youth served as a nurturing space that helped them find joy in their practice after two difficult years of teaching during the pandemic.

A high school teacher reconsiders the common reading strategy of making connections and explores critical literacy practices that cultivate an environment supportive of disconnections.

Digital activist literacies centered around the positive social impact of online spaces shift English teaching and learning by opening justice-oriented possibilities for student experiences of culturally digitized pedagogy.

A Latina teacherresearcher advocates for cultivating spaces of acompañamiento by centering student voices, stories, and knowledge through book clubs and young adult literature.

The authors argue for the teaching of Indigenous boarding school texts as part of a broader call for decolonizing pedagogies and disrupting whitestream definitions of literature as a path to unsilencing Indigenous perspectives.

Critical mentor text sets humanize the writing curriculum through developing students’ writer identities, skills, intellectualism, criticality, and joy.

With the goal of restoring hope and joy in our classroom communities, the author focuses on relishing moments of excellence in the face of trauma by following specific strategies for maintaining positive feelings.

Toliver shares her experiences as a student and teacher to discuss why centering Black youth futures is important in English language arts classrooms.

This critical curation explores representations of joy, grounded in the scholarship and writing of Gholdy Muhammad and Ross Gay.

A veteran teacher and her intern explore how writing can uniquely benefit students during difficult times.

This column offers insight from a two-week summer writing camp with resettled youth, such as the importance of community-building, choice, linguistic flexibility, and culturally sustaining teaching.