English Journal - Volume 113, Issue 3, 2024

This article explores Arts in Action, a project that drew criticism and became a subject of controversy due to allegations of violations of state laws related to teaching certain concepts (such as critical race theory) and indoctrinating students.

Members of NCTE’s Standing Committee against Censorship offer an overview of the landscape of censorship; the ways teachers can prepare, respond, and report censorship; and NCTE resources that support teachers.

This article details how English language arts teaching and a schooluniversity collaboration were censored by two different policies simultaneously: the adoption of scripted curriculum and restriction around teaching about racism.

The author examines the relationship between the legacy of slavery and book banning in American schools and prisons, arguing that book banning is a modern form of antiliteracy laws, known as “slave codes,” that were enacted during enslavement.

This article explores antiracist pedagogy within the secondary English language arts classroom through a literary response technique called Invitations to Create.

Educators across the United States have found ways to resist censorship and attacks on diverse texts through an affinity space called Project LIT.

The authors examine various teacher literacy sponsorship roles that influence students’ reading choices, habits, and literacy practices in an English language arts classroom.

A teacher explores the concepts of scale and perspective with his students as they consider what it means to share the planet with others while imagining more hopeful and just worlds.

A new subtype of multigenre paper helps students in both dominant and nondominant groups to connect with counternarratives.

An educator reflects on her experiences with a girls’ writing group and how she created, with its members, a powerful space of shared ownership.

This critical curation examines representations of critical friendship across a variety of texts and media.