English Language Arts/ Administration
Columns: Intersectional LGBTQIA+ Identities: LGBTQ+ Identities in the Classroom: Trust through Vulnerability
An educator reflects on the importance of teacher vulnerability in supporting marginalized students.
Asking Questions and Speculating about Texts: Socially Annotating Shakespeare
Three educators discuss using social annotation with high school students describing how students engaged meaningfully with the text by asking questions and speculating about characters and plot.
Cultivating Hope through Service Learning
Service-learning pedagogy complements language arts learning outcomes while allowing students and teachers to find and provide hope and justice in bleak situations.
Standing ground: Centering Hybridity as an Act of resistance
A teacher in Arizona advocates for the centering of hybridity within language arts classrooms as resistance against political and social polarization providing theoretically grounded practical curricular actions that teachers can take in their classrooms to support student identity and criticality.
Invited Article: The Honor List of 2022 Prize-Winning Young Adult Books: Family Stories in Ya Literature
In each of the five 2022 recommended honor books the protagonist seeks to weave themselves into the tapestry of their family histories in order to emerge with an understanding of their future both as an individual and as a member of a collective.
Columns: Teaching in a Time of Censorship: Finding Hope and Taking Action: Standing against Censorship
This column offers concrete actions to keep diverse books in students’ hands and on classroom and library shelves while acknowledging the reality of how censorship restricts and constrains teachers’ ability to teach.
Stories of Self, Stories of us: Bearing Witness and Writing Testimonios
This article examines the purpose of testimonio as a written genre and the ways in which personal identity-driven writing instruction can be valuable in a secondary English language arts classroom.
Black Teachers’ Use of Liberatory Design to Promote Literacies of Healing
As past present and future Black teachers invested in creating healthy and joyful learning spaces the authors turned to the Black Teacher Project’s design lab to learn a liberatory design process that promoted literacies of healing in the English language arts classroom.
Speaking My Mind: A Letter to a Young English Teacher
A veteran English teacher gives advice to her younger self.
Columns: Reimagining Research: Beautiful Chaos: Facilitating Collaboration and Navigating Conflict in Social Issue Research Projects
Ali Maher Barclay demonstrates how she teaches and supports collaboration in a semester-long student-centered research project with tenth graders.
Reverse-Engineering Conspiracy Theories: A Critical Media Literacy Approach to Mis-and Disinformation
This article offers a unique approach to teaching critical media literacy by examining the rhetorical influence of conspiracy theories as a tool to counter mis- and disinformation.
Epiphanies Everywhere: A Student-Led Creative Storytelling Publishing Project
This article details a student-led publishing project that chronicled individuals’ stories in a final authentic product and provides advice for implementing such projects in secondary classrooms.
Columns: The Future is Now: Activating Home Pedagogies:The Importance of Connections in Localized Learning
Jacey de la Torre explores strategies for creating humanizing classrooms that welcome students’ assets and mobilize their ability to tap their localized knowledge as a rich meaning-making resource.
Becoming Daisy, Living Mildred: on Challenging Our Own Canonical Complicity
The authors reflect on their own past classroom text selections and practices to illustrate their unintentional complicity in upholding whiteness within their classrooms.
Critical Approaches to Literature: Staying Angry as Agency: Creating Space for ELA Educators
In this inaugural column Jeanne Dyches acknowledges the current sociopolitical climate extols “staying angry” as a powerful form of agency and invites English language arts stakeholders to create community as a form of resistance.