Language Arts - Volume 100, Issue 5, 2023

This article explores the potential of narrative inquiry in collective spaces as a means to support educators in resisting demoralization in increasingly complex teaching contexts.

Through narrative analysis, the authors explore the role of struggle in a teacher inquiry group and explain how they collectively reclaimed interdependence with young children in classrooms.

Building learning communities open to strengthening connections through exploration of struggle can offer students avenues to bring their whole selves to their learning.

Disabled people are part of every school community. Masking and ableism prohibit disabled and neurodivergent folks from showing up as their true, authentic, and whole selves.

An educator reflects on her work teaching during the Ferguson Uprising, sharing advice with her past self.

This piece examines a missed opportunity for dialogue after a classroom incident, while unpacking different ways to talk about fat phobia with young children.

A student’s candid comment leads a teacher to consider the limits of her own perspective and the possibilities of dialogue to widen one’s worldview.

In this column we draw lessons from disability studies that hold promise for informing the difficult work of teaching and learning in tumultuous times.

This essay explores the politics of white backlash and the laws enacted across the United States that seek to censor books and discussions surrounding issues of race, racism, and gender in elementary classrooms.

In this column, the author features children’s books that facilitate conversation and inquiry that develop students’ understanding of mistakes and coping mechanisms for struggle.