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Emotions, empathy and social justice education English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-03-18 Peter Smagorinsky
Purpose This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship chasms to promote the development of communities predicated on a shared value on mutual respect. This attention to empathy includes a review of the rational basis for much schooling, introduces skepticism about the façade
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Writing with, for, and against the algorithm: TikTokers’ relationships with AI as audience, co-author, and censor English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-03-08 Sarah Jerasa, Sarah K. Burriss
Purpose Artificial intelligence (AI) has become increasingly important and influential in reading and writing. The influx of social media digital spaces, like TikTok, has also shifted the ways multimodal composition takes place alongside AI. This study aims to argue that within spaces like TikTok, human composers must attend to the ways they write for, with and against the AI-powered algorithm. De
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“I can almost recognize its voice”: AI and its impact on ethical teacher-centaur labor English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-03-05 William Joseph Fassbender
Purpose This study builds on previous theoretical work that considered artificial intelligence (AI) and its potential for creating “teacher-centaurs” whose labor could be accelerated through the use of generative AI (Fassbender, in review). The purpose of this paper is to use empirical methods to study centaur teachers and the division of labor (Durkheim, 1893/2013) that arise from outsourcing teaching
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Digital writing with AI platforms: the role of fun with/in generative AI English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-03-01 Amy Stornaiuolo, Jennifer Higgs, Opal Jawale, Rhianne Mae Martin
Purpose With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices
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Speculative frictions: writing civic futures after AI English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-02-28 Alexandra Thrall, T. Philip Nichols, Kevin R. Magill
Purpose The purpose of this study is to examine how young people imagine civic futures through speculative fiction writing about artificial intelligence (AI) technologies. The authors argue that young people’s speculative fiction writing about AI not only helps make visible the ways they imagine the impacts of emerging technologies and the modes of collective action available for leveraging, resisting
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We need bigger mirrors: the importance of fat fiction for young readers English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-02-16 Kristen A. Foos
Purpose This paper aims to investigate how narrative is constructed to create connections with fat readers, how books function to envision spaces of fat liberation for young readers and to highlight the incredible importance of providing bigger mirrors (Bishop, 1990) for fat representation in children’s literature. Design/methodology/approach This paper analyzes and reflects on two texts that contain
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“Weaving tales of resilience”: cyborg composing with AI English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-02-14 Ruth Li
Purpose This paper aims to offer an approach to cyborg composing with artificial intelligence (AI). The author posits that the hybridity of the cyborg, which amalgamates human and artificial elements, invites a cascade of creative and emancipatory possibilities. The author critically examines the biases embedded in AI systems while gesturing toward the generative potential of AI–human entanglements
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“Just a tool”? Troubling language and power in generative AI writing English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-01-18 Lucinda McKnight, Cara Shipp
Purpose The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool” for writing. Design/methodology/approach The paper reports early findings from an Australian National Survey of English teachers and interrogates the notion of the AI writer as “tool” through intersectional feminist
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TikTok as a lens into teacher attrition: perspectives from #teacherquittok English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-01-17 Chelsey Barber, Ioana Literat
Purpose A key social networking site for teachers, TikTok offers a new and valuable lens on educator attrition. This study aims to explore social media’s role in the increased transparency around leaving the profession and the online narratives crafted around transitioning out of the classroom. Design/methodology/approach Drawing on the conceptual framework of emergent storytelling and a recursive
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“This is my hill to die on”: effects of far-right conservative pushback on US English teachers and their classroom practice English Teaching: Practice & Critique (IF 0.862) Pub Date : 2024-01-17 Carlin Borsheim-Black
Purpose From book challenges to anti–critical race theory and anti-lesbian, gay, bisexual, transgender, queer and questioning legislation, US English teachers have been on the receiving end of a considerable amount of far-right conservative pushback. This study aims to explore the effects of conservative pushback on individual English teachers and their classroom practice. What pushbacks have individual
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Generative AI and composing: an intergenerational conversation among literacy scholars English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-12-22 Grace Enriquez, Victoria Gill, Gerald Campano, Tracey T. Flores, Stephanie Jones, Kevin M. Leander, Lucinda McKnight, Detra Price-Dennis
Purpose The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative aritficial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)’s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for Atlanta
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Sonic play: on the B-side of literacy and songwriting English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-11-22 Emery Petchauer, Tia Harvey, Rolando Ybarra
Purpose This paper aims to explore sonic play in close proximity to a music, literacy and songwriting for social change community-based initiative. The authors leverage ideas about time, space and narrative under the concept of sonic flux to understand youth’s sonic and aural play on digital beatmaking technologies. In doing so, the authors break from a fixation on the written and spoken word and address
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Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-11-10 Kelli A. Rushek, Saba Khan Vlach, Tiphany Phan
Purpose Early career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts (ELA) classrooms. Through a narrative telling inquiry (Clandinin and Connelly, 2000) of Nora, an Asian American ELA ECT in the Midwest, and by drawing on Fisher’s (2011) Critical Integral Pedagogy of Fearlessness,
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Reading with love: the potential of critical posthuman reading practices in preservice English education English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-11-07 Karen Spector, Elizabeth Anne Murray
Purpose Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along
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Claiming a space in the W/writerly community to increase English Language Arts teacher agency English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-10-31 Christy Goldsmith
Purpose By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency. Design/methodology/approach In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing
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“I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-10-27 Shimikqua Elece Ellis, Christian Z. Goering
Purpose This study aims to explore the perceived barriers that a secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi. Design/methodology/approach The authors rely on Critical Whiteness Studies and qualitative methods to explore the following research question: What are the barriers that a White ELA teacher perceives when teaching
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Playful literacies and pedagogical priorities: digital games in the English classroom English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-10-06 Alexander Bacalja, Brady L. Nash
Purpose This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning. Design/methodology/approach The authors used a keyword search in relevant academic databases to identify articles within specified
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Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-08-22 Emma Bene, Stephanie M. Robillard
Purpose Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre. Design/methodology/approach This study used discourse analysis
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“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-07-27 Tonya B. Perry, Teaira Catherine Lee McMurtry
Purpose The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT
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Attempts at anti-racist teaching by white English teachers of black students English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-07-21 Josephine G. Schuman, Dan Reynolds
Purpose Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose
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“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-07-20 Lorena Gutiérrez
Purpose The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers. Design/methodology/approach This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span
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Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-07-13 Melanie D. Koss, Deborah Greenblatt
Purpose Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms
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Portraits of young refugee women’s identities, experiences, and beliefs in relation to college-going English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-07-04 Jennifer C. Mann, Alison McGlinn Turner
Purpose This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education. Design/methodology/approach This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture
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Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-06-28 Danielle Filipiak, Limarys Caraballo
Purpose This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar. Design/methodology/approach This study is a qualitative case study drawn from a larger, critical ethnographic study. Findings Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational
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Composing college identities: Latina girls writing their way to the Universidad English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-06-26 Tracey T. Flores
Purpose The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities. Design/methodology/approach This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras
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Fostering college aspirations: engaging English teachers in students’ future pathways English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-06-22 Dasmen Richards, Amber Lawson, Jaime Nicol, Benjamin K. Woodcock, Taria Pritchett, David Julien
Purpose This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students. Design/methodology/approach This essay is for the Community
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Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-06-13 Jennifer D. Turner
Purpose This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures. Design/methodology/approach Informed
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Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-06-09 Julia C. Duncheon, Dustin Hornbeck, Reid Sagara
Purpose This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered
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Tinkering toward teacher learning: a case for critical playful literacies in teacher education English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-05-11 Cherise McBride, Anna Smith, Jeremiah Holden Kalir
Purpose The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher
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“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-05-04 Rebecca Woodard, Amanda R. Diaz, Nathan C. Phillips, Maria Varelas, Rebecca Kotler, Rachelle Palnick Tsachor, Ronan Rock, Miguel Melchor
Purpose The purpose of this study is to examine playful practices in the science video composition of a fourth-grader. Design/methodology/approach With an analytic interest in “chasing the theory of muchness” (Thiel, 2015a) that describes distinctive moments of affective energies in playful learning, the authors explored a child’s video in which a food chain is dramatized. Findings The authors identified
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Playful pluralities: exploring play and playful literacies across ages, spaces and places English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-05-04 Emily Mannard
Purpose Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied
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Play the game, live the story: pushing narrative boundaries with young adult videogames English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-05-02 Jack Theodoulou, Jen Scott Curwood
Purpose Videogames are complex, meaningful and multimodal texts. This study aims to explore how students could learn about narratives from, and be engaged by, playing a videogame and how a teacher adapted their pedagogy to incorporate the young adult videogame (YA game) What Remains of Edith Finch into an English Language Arts curriculum. Design/methodology/approach This case study examined the experiences
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Unsettling childhood literacies: contamination as collaboration in transmedia encounters English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-05-02 Kimberly Lenters, Ronna Mosher, Stacey Hanzel
Purpose This paper aims to examine unexpected arrivals of adult-oriented digital media in the playful storied environments of Grades 1 and 2 classrooms and the possibilities such unsettling literacies may offer. Design/methodology/approach Posthuman perspectives provide this study’s theoretical grounding and methodological approach. Actor-network-theory and thinking with theory are used to examine
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(De/re) territorializing writing/composition: becoming with playful objects through maker literacies English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-04-28 Jaye Johnson Thiel
Purpose Using a postqualitative inquiry approach, the purpose of this paper is to make sense of playful making events that took place at a community makerspace during an afterschool enrichment opportunity and to explore those events as ways we might deterritorialize traditional composition practices and pedagogies in the literacy classroom. Design/methodology/approach Thinking alongside theories (Jackson
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Actually existing vitality rights: resisting neoliberal affects at a video game design camp English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-04-28 Bradley Robinson, William Terrell Wright
Purpose The purpose of this study is to demonstrate the power of affective pedagogies and playful literacies to resist neoliberal framings of video game play and design in educational contexts. Design/methodology/approach Focusing on the Giga-Games Camp, a video game design camp for adolescents, the authors mobilize different methodological impulses across a number of different registers, using interview
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Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-04-20 Karis Jones, Scott Storm, Alex Corbitt
Purpose This study aims to explore the implications of a recent case in spring 2022 where the novel Dracula went “viral” as tens of thousands of Tumblr users participated in a serialized re-reading and discussion of the text through the hashtags #dracula and #dracula daily. Design/methodology/approach The authors use a mixed-methods sequential explanatory design approach (quant: topic modeling; qual:
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How am I doing? Soliciting student feedback in the secondary English classroom English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-03-23 Natalie Davis-Porada
Purpose This study aims to explore three methods of soliciting student-to-teacher feedback in a tenth-grade English classroom. Design/methodology/approach The foundational inquiry asks what type of instructions – sentence stems, open-response or directed-response – yields the most honest and actionable responses when soliciting feedback. The data were coded for the presence and quality of constructive
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“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-02-20 Ashley N. Patterson
Purpose This study aims to illustrate how one-sixth grade language arts teacher transforms the theory of culturally sustaining pedagogy (CSP) into practice, an effort made visible through classroom discourse. Design/methodology/approach This classroom discourse inquiry is guided by tools of reconstructive discourse analysis which encourage a complex consideration of communicative efforts with intent
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The work of growing young people con Cariño: a reconstructive lens on one white teacher’s anti-racist approach to teaching immigrant-origin Latinx students English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-02-14 Karla Lomelí
Purpose This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist approach to critical pedagogies centered on a humanizing ethic of cariño. Design/methodology/approach Drawing on portraiture and qualitative methods, this paper uses the reconstructive analysis of one white teacher’s efforts
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“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices English Teaching: Practice & Critique (IF 0.862) Pub Date : 2023-01-02 Quentin Charles Sedlacek
Purpose The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive
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Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-12-29 Thea Williamson, Aris Clemons
Purpose Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms
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Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-12-27 Melissa Schieble, Amy Vetter, Kahdeidra Monét Martin
Purpose This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting
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Race talk tensions: practicing racial literacy in a fourth-grade classroom English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-12-02 Annie Daly
Purpose There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society. Classroom race talk, however, often includes moments of discomfort or confusion as teachers and students navigate new norms for making sense of race and racism. The purpose of this paper is to examine how one white teacher
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“What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-12-01 Lauren Leigh Kelly
Purpose This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people
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Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-10-04 Audrey Lucero, Janette Dalila Avelar
Purpose The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history. Design/methodology/approach The authors
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New conceptual tools for be(com)ing antiracist (teacher) educators at PWIs English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-08-31 Caroline T. Clark, Rachel Skrlac Lo, Ashley Boyd, Michael Cook, Adam Crawley, Ryan M. Rish
Purpose This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions. Design/methodology/approach
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“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-08-31 Mary Neville, Rick Marlatt
Purpose This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research explores how reading a book-length text may help support
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Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-08-30 Karoline Trepper, Alison Boardman, Antero Garcia
Purpose This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the first time. Design/methodology/approach The authors interviewed 10 ninth-grade ELA teachers in three schools after their first year enacting PBL. Initial codes were developed deductively from the interview questions
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For concurrent enrollment, collaboration, not alignment, is the better story English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-08-16 Burke Scarbrough
Purpose As concurrent enrollment (CE) programs continue to expand in the USA, a growing share of English teaching at the first-year university level is taking place in secondary schools. Though much of the discourse surrounding CE courses relates to quality control, the purpose of this paper is to argue for a reconsideration of the terms by which these courses are valued, calling for a shift from alignment
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Queer and trans youth (not) knowing: experiences of epistemic (in)justice in the context of an LGBTQ+-inclusive secondary curriculum English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-08-03 Ryan Schey
Purpose Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in English education. In an effort to explore what curricular inclusion can (not) accomplish – especially what and how current struggles over inclusion, censorship, illegalization and ultimately representation in English
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“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-07-26 Bethany Monea, Katie Burrows-Stone, Jennifer Griffith Dunbar, Jennifer Freed, Amy Stornaiuolo, Autumn A. Griffin
Purpose Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose
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“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-07-07 Fei Victor Lim, Alexius Chia, Thi Thu Ha Nguyen
Purpose The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore. Design/methodology/approach Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants
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Solution-based orientation as an element in selecting videos on social issues English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-07-01 Zawan Al Bulushi
Purpose This study aims to explore students’ interests in multimodal texts by focusing on videos of social issues. Design/methodology/approach Data from 50 students in a first-year multilingual composition course were analyzed in two phases. Phase One examined 14 students’ reasons for self-selecting videos for multimodal analysis essays in one section of the course. Phase Two explored 50 students’
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Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-06-27 Mike P. Cook, Ashley Boyd, Brandon Sams
Purpose The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author. Design/methodology/approach As part of a larger, national study, the authors use interview data from 18 participants – 9 who still teach and 9 who no longer teach Alexie – to consider how teachers’ constructions of youth play roles
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“I felt goosebumps”: emotional experiences of pre-service English teachers and the critical use of narratives English Teaching: Practice & Critique (IF 0.862) Pub Date : 2022-06-17 Emma Abruzzo, Katrina Bartow Jacobs
Purpose This paper aims to suggest a new way for structuring English teacher preparation within traditional university programs, challenging the age-old use of formal lesson plan reflections and introducing critical narratives as course texts to better understand pre-service teacher experiences. Through this reimagined English methods curriculum, the authors establish increased cohesion between practice