English Journal - Volume 113, Issue 4, 2024

The authors provide a brief overview of a continuum of abolitionist work to help readers understand the journey toward educational freedom for Black and Brown students, including information about how the continuum can be used in the English classroom.

Teachers can make language more equitable by paying attention to the words they use to describe English.

Secondary English language arts teachers need to reclaim the complex and true stories of literacy as a resistance to the “science of reading” movement and new reading legislation across the US.

The authors describe an English language arts teacher’s approach to incorporating a design analysis framework to support multimodal composition for discourse communities.

Using methods of storytelling to share and make sense of their experience with trauma in English language arts classrooms, the authors imagine healthier ways of coming into relationship with the traumatic conditions produced in schools.

Meaningful connections to literature do not have to come at the expense of rigorous literary analysis skills; both are vital to student engagement and learning.

This article explores artificial intelligence and its academic uses and challenges when incorporated into a high school writing curriculum.

Two teacher educators explore how youth and literary professionals engage in the creation of new literary knowledge as a form of social justice.

The work of three secondary English teachers illustrates the power and risks of centering talk as a practice in writing classrooms.

In this essay, the author discusses how Julius Caesar can inspire dialogue around controversial, challenging topics, such as the January 6 attack on the US Capitol.

The author considers how photovoice, a visual research methodology, might support intersectional classroom discussions of LGBTQIA+ topics.

An educator considers the value of an iterative design process for enacting and sustaining a youth participatory action research program in a public high school.

This month’s column shares how one teacher reflected on the root causes of the parental scrutiny of her book choices and chose a path of communication and community building.