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English Language Arts/ Elementary
Departments: Children’s Literature Reviews: “Walk together, children”
In this column the author features children’s books that combat single ahistorical narratives about Black excellence and elucidate and promote its diverse manifestations in Africa and throughout the Diaspora.
Departments: Perspectives on Practice: To Dream, to Fly, and to Be: Depictions of Black Livingness in Contemporary African American Children’s Literature
In this column we expand the concept of Black Livingness as a lens to evaluate and select African American children’s literature.
Departments: Responsive Teaching in Action: The Extraordinary Ordinary in Trauma-Responsive Literacies toward Justice
Responsive teaching can question the boundary between the ordinary and extraordinary and recognize the connection between what can seem benign with what is undoubtedly profound.
Departments: From Language Arts to Learning Communities: Critical Literacy as a Frame to Support Students as Co-designers of Their Learning
(Re)considering ways to engage with students in the design of learning through a critical approach to curriculum.
Orienting Ourselves toward the Critical: Language Arts as a Gathering Ground for Critical Conversations in the Last Twenty Years
This column notes Language Arts’ contributions in orienting the community toward a critical literacy pedagogy through uplifting the work of practitioners and researchers who engage children in critical conversations.
Engaging Elementary Students beyond the Text through Multimodal Critical Literacy
This article explores the process of enacting critical literacy practices in a fourth-grade classroom using tenets of cultural reader response theory.
Tracing Discourse across a Century of Language Arts
Using topic modeling analysis we examine patterns in articles published in Language Arts from 1924 to 2020.
Departments: Alternative Format: “Because He Was Fat”: The Role of the Early Childhood Educator in Addressing Fat Phobia with Young Children
This piece examines a missed opportunity for dialogue after a classroom incident while unpacking different ways to talk about fat phobia with young children.
“‘Together’ Means I Am Not the Only One”: Educators Reclaiming Interdependence in Early Literacy through Narratives of Struggle
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.
Departments: Children’s Literature Reviews: Normalize, Problematize, Galvanize: Becoming More Human by Interrogating Struggles in Community with Texts
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.
Departments: Responsive Teaching in Action: Reflections on Normalizing Collective Struggle: Insights from Disability Studies
In this column we draw lessons from disability studies that hold promise for informing the difficult work of teaching and learning in tumultuous times.
Departments: Research and Policy: Struggles That Should Never Be Normalized: Politics, Policy, and the Prohibition of Thought
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.
Collective Reflection to Resist Demoralization: Exploring Bilingual Teachers’ Narrative Learning Experiences
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.
Departments: From Language Arts to Learning Communities: Considerations for Cultivating Struggle-Brave, Interdependent Literacy Learning
Building learning communities open to strengthening connections through exploration of struggle can offer students avenues to bring their whole selves to their learning.
Departments: Alternative Format: Struggle Is a Gift: Gaining Perspective through Dialogue in a Seventh-Grade ELA Class
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.
Departments: Alternative Format: Will Neurodivergent Teachers and Students Ever Unmask?
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.