English Journal - Volume 115, Issue 2, 2025

This column examines one veteran teacher’s experience with choice reading and motivating her students to embrace their own identities through her Free-Reading Friday routine.

This interview with Afro-Puerto Rican artist Amber Robles-Gordon explores how English teachers can use her art to introduce decolonial perspectives and help students read symbols of power, resistance, and cultural survival.

The editors invite a scholar and teacher of coloniality and liberation to share how the decolonial is and has always been present in the colonial while encouraging teachers to try, undo, and try again.

This article offers examples of Indigenous youth literature and how to incorporate dialogue circles in the English language arts classroom, moving toward pedagogy that is founded in critical hope and cariño perspectives.

The author focuses on Africanizing the English language arts curriculum by spotlighting the cultural narratives of Senegal through literature to critically expand secondary students’ knowledge of West Africa and understanding of the nexus between the African American and African experiences.

This article examines how a high school English language arts teacher embarked on an attempt to decolonize his curriculum with Bollywood movies.

The authors share how they used contemporary Indigenous art and young adult literature in secondary English methods classes to increase preservice teacher awareness of Indigenous identity and culture.

Based on a codesigned unit on Asian poetry taught in two Singapore secondary schools, the authors outline four pedagogical design principles concerning hybridity, form, translation, and historicity for educators to frame units on Asian literature.

A high school teacher describes strategies for critical inquiry and discussion that empower students in her postcolonial literature course to enter discourse on global conflicts in an era of institutional neutrality.

A high school teacher articulates pedagogical possibilities for decentering colonial ways of thinking in the English language arts classroom, including modalities for reading and responding to complex texts.

The authors offer an understanding of the racialized history of nature writing and explain how English language arts teachers can leverage this understanding to teach nature writing in a way that includes all students.

An English language arts teacher highlights anti-oppressive listening as an essential practice for teachers and students as they move past Western traditions in classroom practices and curriculum.

One class of students, with the support of their teacher, rejects the fear that leads to censorship of complex books by bravely reading and discussing The Hate U Give.

In this column, authors share how inviting students to create Unessays in response to graphic novels like Displacement and Maus opened space for student agency, creativity, and deeper literary and rhetorical analysis.

Drawing on personal experiences, the author advocates for support and allyship for LGBTQIA+ students and educators.

In 2023, the author set out to create a classroom where students could transfer reading, writing, and critical thinking skills to their everyday lives.

Benefiting from feedback and multiple perspectives gathered in graduate study and teacher research communities, two early career teachers discover possibilities for charting the course of their own learning.