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- Volume 53, Issue 2, 2018
Research in the Teaching of English - Volume 53, Issue 2, 2018
Volume 53, Issue 2, 2018
- Articles
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Where Do We Go from Here? Toward a Critical Race English Education
Author(s): Lamar L. JohnsonIn this article, I propose Critical Race English Education (CREE) as a theoretical and pedagogical construct that tackles white supremacy and anti-black racism within English education and ELA classrooms. I employ autoethnography and counterstorytelling as methods that center my multiple identities and lived realities as I document my racialized and gendered experiences in relation to my journey to Ferguson, MO and my experiences as a secondary ELA teacher. The research questions guiding this study are the following: (1) As a Black male English educator and language and literacy scholar, how am I implicated in the struggle for racial justice and what does it mean for me to teach literacy in our present-day justice movement?; (2) How are Black lives mattering in ELA classrooms?; and, (3) How are we using Black youth life histories and experiences to inform our mindset, curriculum, and pedagogical practices in the classroom?This article explicates findings from three interconnected stories that work to show how CREE can be operationalized to better understand the #BlackLivesMatter movement in its historical and contemporary dimensions. The data analyzed stem from my autobiographical narratives,observations, social media artifacts, and images. I aim to expand English education to be more synergistically attuned to racial justice issues dealing with police brutality, the mass incarceration of Black people, and legacies of grassroots activism. This analysis suggests implications that aim to move the pedagogical practices around the intersections of anti-blackness and literacy from the margins to the center of discussion and praxis in ELA contexts.
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“What If We Were Committed to Giving Every Individual the Servicesand Opportunities They Need?” Teacher Educators’ Understandings,Perspectives, and Practices Surrounding Dyslexia
Author(s): Jo Worthy, Catherine Lammert, Stacia L. Long, Cori Salmerón and Vickie GodfreyEducators and researchers from a range of fields have devoted their careers to studying how reading develops and how to support students who find reading challenging. Some children struggle specifically with learning to decode print, the central issue in what is referred to as dyslexia.However, research has failed to identify unique characteristics or patterns that set apart students identified as dyslexic from other readers with decoding challenges. Nevertheless, an authoritative discourse that speaks of a definitive definition, a unique set of characteristics, and a specific form of intervention saturates policy and practice around dyslexia, and teacher educators are under increasing pressure to include this state-sanctioned information in their classes. Literacy educators’ experiences teaching reading in schools and preparing literacy professionals can add valuable perspectives to the conversation about dyslexia; however, currently their voices are largely silent in conversations around dyslexia research, policy, and practice. The current research was designed to address this gap through an intensive interview study, in which we employed a Disability Critical Race Studies framework, along with Bakhtin’s notions of authoritative and internally persuasive discourse to explore the perspectives, understandings, and experiences of literacy teacher educators regarding dyslexia.
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Portal and Gatekeeper: How Peer Feedback Functions in a High School Writing Class
Author(s): Valerie L. MarshTo counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate theirstudies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice of peer feedback as a way to access affinity space features. Using qualitative case study design and grounded theory analysis, the study reveals that,when supported by an emphasis on social connection, the practice of peer feedback served as a portal for students with a range of writing experience and interest to collaborate and exchange honest feedback, practices indicative of affinity space features. Yet, traditional expectations preserved teacher roles and student roles in ways that prevented the class from more fully accessing the affinity space features of distributed expertise, porous leadership, and role flexibility. Discussion expands the field’s understanding of affinity spaces and their application in physical classrooms by outlining new features, theorizing these classroom spaces, and advocating for a reimagine dvision of peer feedback in ELA classrooms where role reciprocity and flexibility resist traditional,inequitable classroom structures.
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Volumes & issues
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Volume 59 (2024)
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Volume 58 (2023 - 2024)
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Volume 57 (2022 - 2023)
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Volume 56 (2021 - 2022)
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Volume 55 (2020 - 2021)
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Volume 54 (2019 - 2020)
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Volume 53 (2018 - 2019)
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Volume 52 (2017)
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Volume 51 (2016 - 2017)
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Volume 50 (2015 - 2017)
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Volume 49 (2014 - 2015)
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Volume 48 (2013 - 2014)
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Volume 47 (2012 - 2013)
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Volume 46 (2011 - 2012)
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Volume 45 (2010 - 2011)
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Volume 44 (2009 - 2010)
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Volume 43 (2008 - 2009)
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Volume 42 (2007 - 2008)
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Volume 41 (2006 - 2007)
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Volume 40 (2005 - 2006)
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Volume 39 (2004 - 2005)
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Volume 38 (2003 - 2004)
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Volume 37 (2002 - 2003)
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Volume 36 (2001 - 2002)
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Volume 35 (2000 - 2001)
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Volume 34 (1999 - 2000)
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Volume 33 (1998 - 1999)
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Volume 32 (1998)
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Volume 31 (1997)
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Volume 30 (1996)
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Volume 29 (1995)
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Volume 28 (1994)
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Volume 27 (1993)
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Volume 26 (1992)
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Volume 25 (1991)
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Volume 24 (1990)
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Volume 23 (1989)
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Volume 22 (1988)
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Volume 21 (1987)
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Volume 20 (1986)
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Volume 19 (1985)
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Volume 18 (1984)
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Volume 17 (1983)
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Volume 16 (1982)
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Volume 15 (1981)
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Volume 14 (1980)
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Volume 13 (1979)
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Volume 12 (1978)
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Volume 11 (1977)
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Volume 10 (1976)
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Volume 9 (1975)
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Volume 8 (1974)
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Volume 7 (1973)
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Volume 6 (1972)
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Volume 5 (1971)
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Volume 4 (1970)
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Volume 3 (1969)
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Volume 2 (1968)
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Volume 1 (1967)
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