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Research in the Teaching of English - Volume 58, Issue 3, 2024
Volume 58, Issue 3, 2024
- Articles
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Cultivating Genre Awareness of Speculative Genres: A Case Study of One Queer Latinx Educator’s Narrative Inquiry
Author(s): James Joshua ColemanThe recent speculative turn in literacy, English education, and other ELA-related fields has brought renewed energy for redesigning English teaching and learning through genre awareness. However, extant work on speculative genres of reading, writing, and literary study assumes that ELA teachers are prepared or, more fundamentally, aware of these genres and their unique features. Addressing this gap, this article presents a single intrinsic case of Carlos, a queer man of Color and bilingual elementary teacher, as he cultivated genre awareness through an interactive approach to genre pedagogy through restorying. Based on a rhetorical genre studies approach, Carlos’s case demonstrates how English teachers might expand their genre repertoire to include speculative genres and integrate them into their classrooms. This article concludes by advocating for the integration of speculative literacies into English teacher education, doing so to disrupt normative realities tied to white supremacy and homophobia within the field.
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“I’m Outside the Box. Too Outside the Box, I Explode It!”: Exploring Literacies of Dignity with Middle School Youth
Author(s): Danielle R. FilipiakDignity is an important construct for all students, especially those whose voices and perspectives have been historically relegated to the margins because of their racial, ethnic, and linguistic identities. With recent legislation that stands to further calcify the systemic oppression and racial violence that remains so deeply entrenched in US schools, it is urgent to understand how minoritized students broker dignity—or feelings of self-worth, value, and well-being—while navigating multiple and oftentimes intersectional keloids of dehumanization. Currently, we know very little about how dignity is developed and enacted by students within educational settings, and even less attention is paid to how literacy factors into these engagements. To address this gap, my paper is guided by the following inquiry, explored within the context of a yearlong youth participatory action research class: How do BIPOC, middle school youth leverage critical literacies and epistemologies to negotiate dignity? Data for this paper, which were drawn from a larger, critical ethnographic study, were analyzed using what I name as a literacies of dignity framework that utilized theories of critical literacies (Freire, 1970/2000; Janks, 2013), felt dignity (Gallagher, 2004; Stephens & Kanov, 2017), and youth epistemologies (Filipiak, 2020; Green et al., 2020; Kelly, 2023) to explore how middle school youth examined and critiqued three sites of devaluation: media, schooling, and adult/youth relationships. Findings reveal important ways youth were able to reimagine ways of being together and caring for one another in social, educational, and even global contexts that rendered them disposable, leveraging critical literacy engagements to broker moments of collective intimacy and vulnerability. This, in turn, fueled their sense of dignity, offering important implications for justice-centered literacy education.
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Relational Poetic Practice: Affordances and Possibilities of High School Teachers’ Online Poetry Community during COVID-19
Author(s): Sarah J. Donovan, Jennifer Guyor-Jowett, Denise Krebs and Maureen DaleyUsing interpretive phenomenological analysis of oral history interviews, this study explored poetic experiences of nine US secondary English language arts teachers who participated in a month of online poetry writing during COVID-19. The manuscript explores how poetic relationality created space for these secondary English language arts teachers, mostly in rural school districts, to reflect on their realities during COVID-19. These teachers came to understand themselves not just as teachers but also as poets, an understanding that helped sustain them as they taught in digital contexts, during social distancing and school closures.
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On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts: An Interview with Yonas Mesfun Asfaha, interviewed by Lydiah Kiramba
Author(s): Yonas Mesfun Asfaha and Lydiah KirambaYonas Mesfun Asfaha is an associate professor at Asmara College of Education in Eritrea, and recently he accepted the role of acting dean of the College of Education. He is a well-known literacy scholar specializing in African literacies as well as multilingual language policy as it relates to education.
Lydiah Kiramba is an associate professor at the University of Nebraska and is originally from Kenya. Her areas of expertise include multilingual and ESL education, language and literacy teaching and assessment, and bi/multiliteracy development.
Lydiah Kiramba talked with Yonas Asfaha via Zoom during the spring/summer months of 2023 about epistemologies and ontologies that have significantly influenced his work.
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Annotated Bibliography of Research in the Teaching of English
Author(s): Faye Autry, Katherine Brodeur, Candance Doerr-Stevens, Amy Frederick, Linda Haling, Robin Jocius, Megan McDonald Van Deventer, Debra Peterson, Jeff Share, Andrea Suk, Danielle Wagner, Lisa Ortmann, Erin Stutelberg, Kathryn Allen, Richard Beach, Mikel W. Cole, Chelsea Faase, Andrea Gambino, Madeleine Israelson, Stephanie M. Madison, W. Ian O’Byrne, Anna Schick, Sara K. Sterner, Mark Sulzer and Stephanie Rollag Yoon
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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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