English Teaching: Practice & Critique: Volume 22 Issue 4

How am I doing? Soliciting student feedback in the secondary English classroom

Natalie Davis-Porada

This study aims to explore three methods of soliciting student-to-teacher feedback in a tenth-grade English classroom.

Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism

Melanie D. Koss, Deborah Greenblatt

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…

Attempts at anti-racist teaching by white English teachers of black students

Josephine G. Schuman, Dan Reynolds

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…

Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text

Emma Bene, Stephanie M. Robillard

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…

Playful literacies and pedagogical priorities: digital games in the English classroom

Alexander Bacalja, Brady L. Nash

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…

Sonic play: on the B-side of literacy and songwriting

Emery Petchauer, Tia Harvey, Rolando Ybarra

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…

Reading with love: the potential of critical posthuman reading practices in preservice English education

Karen Spector, Elizabeth Anne Murray

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…

Claiming a space in the W/writerly community to increase English Language Arts teacher agency

Christy Goldsmith

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…

“I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice

Shimikqua Elece Ellis, Christian Z. Goering

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.

Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher

Kelli A. Rushek, Saba Khan Vlach, Tiphany Phan

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…