The journal of English Language Arts Teacher Educators (ELATE)
Vol. 51, No. 3, April 2019
2019 Editorial Team with Former Editors
Former editors of English Education reflect on the journal’s 50th anniversary.
Ashley S. Boyd and Janine J. Darragh
In this article, we describe findings from a discourse community created for parents to discuss potentially controversial young adult literature. Focusing on participants’ reactions to All American Boys, the study explores how parents responded to issues of racism in the United States and investigates how participants conceived of the text for their own children and in English classrooms. We distinguish four themes in the parents’ responses: identifying with injustice, seeing Whiteness as a protection, stereotypes versus individuality, and reading as parents. Implications for preservice and inservice teachers, as well as teacher educators, involve preparation for leading difficult conversations and for working with parents toward transparency in classroom texts and topics.
Many teachers still struggle to find a coherent and meaningful framework for incorporating new literacies into their instruction. This case study examines the teaching and learning that took place in a New and Multimodal Literacies class for preservice English teachers to understand how the ideas of connected learning are generative yet challenging as educators seek to create transformative, technology-integrated, and equity-oriented literacy learning experiences for students. Findings suggest that when teachers explore technological tools with connection in mind, they can develop instructional experiences that forefront student interests and critical literacy learning. The study offers a vision of connected teaching to guide digital literacy teacher education into the future.
Stephanie Anne Shelton
Research has demonstrated supportive teachers’ importance in the success and safety of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. However, few researchers study the degrees to which sociocultural factors and actors shape teachers’ efforts to build LGBTQ-positive classrooms. This article is part of a larger longitudinal study that examined novice English teachers’ attempts to build LGBTQ teacher ally identities. Participant narratives suggested that school-based cultural norms, including understandings of gender and standardized testing, heavily informed the ways in which a secondary English teacher was able to be a teacher ally.
Two English teachers who believed that they were like-minded discover, during a tumultuous team teaching experience, unexpected differences in their teaching styles. In this narrative provocation, the author reconstructs moments of tension in team teaching and the path toward reconciliation, leading to a reflection on the complexity of the relationships teachers form with each other and their students. The attempt to cultivate a graceful, artful, humane imagination emerges as a vital part of both teachers’ professional lives.