Two teachers reflect on leveraging learners’ agency authentic writing tasks and responsive teaching to better promote their multilingual students’ writing motivation in collaborative writing activities.

This critical curation examines representations of critical friendship across a variety of texts and media.

This article details how English language arts teaching and a schooluniversity collaboration were censored by two different policies simultaneously: the adoption of scripted curriculum and restriction around teaching about racism.

The author examines the relationship between the legacy of slavery and book banning in American schools and prisons arguing that book banning is a modern form of antiliteracy laws known as “slave codes” that were enacted during enslavement.

Working in an English education teacher preparation program that emphasizes Muhammad’s (2020 2023) culturally and historically responsive literacy model three graduate teaching assistants sought to understand how teacher candidates (TCs) in the program take up the learning pursuit of criticality in their planning and teaching. In this article the authors discuss findings and implications from a qualitative study examining how four TCs languaged their understandings and enactments of criticality. Findings show that TCs’ definitions of criticality shaped their practice sometimes limiting it based on the compatibility of TCs’ curriculum or priorities with their understandings of criticality. In addition TCs’ deficit-framing of their students was a factor in how TCs explained the ways they did or did not take up criticality in their teaching. Implications from the study suggest a need to attend to the ways TCs language their students and conceive of criticality to support uptake of criticality in TCs’ planning and instructional practices.

In this essay the author reflects on a preservice teacher who disagreed with the antiracist focus of a methods class but refused to express her views in front of her peers suggesting that teacher educators may need to think harder about how to open spaces for divergent viewpoints on the worldview underlying antiracist pedagogy.

In this article the author shares a research assignment used with English language arts preservice teachers in a methods course to prepare them to engage with the NCTE professional community. The author shares how preservice teachers self-selected research topics designed classroom-ready teacher materials based on their research using NCTE journals and shared this research using panel presentations in class.