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NCTE Elementary Section

Elementary Section Steering Committee

The Elementary Section Steering Committee (ESSC) members are elected each year to a four-year term. The Chair is elected from within the ESSC for a two-year term and serves on the NCTE Executive Committee representing the interests of the elementary section membership. 

Learn more through the ESSC Annual Report and Member Activities/Responsibilities.

 

  • Kathryn WhitmoreKathryn Whitmore, Chair
    2016-2018
    University of Louisville
    Louisville, KY
  • Eliza BradenEliza Braden
    2016-2020
    University of South Carolina
    Columbia

  • Kathy CollinsKathy Collins
    2014-2018
    Durham, NH

     
  • Tasha Tropp LamanTasha Tropp Laman
    2016-2020
    University of Louisville, KY
  • Julia Lopez-RobertsonJulia Lopez-Robertson
    2014-2018
    University of South Carolina
    Columbia, SC
  • Prisca MartensPrisca Martens
    2014-2018
    Towson University
    Baltimore, MD

  • Scott RitchieScott Ritchie
    2016-2020
    Kennesaw State University, GA
  • Joanne YatvinJoanne Yatvin
    2016-2020
    Portland, OR
  •  

 

Questions or comments for the Steering Committee
can be emailed to elementary@ncte.org

 

Mission Statement

The Elementary Section Steering Committee of NCTE is committed to the pursuit of justice and equality.  We believe that in an open democratic society we cannot argue for democracy and humanity unless we create for our children a more just and caring world.  To this end we are dedicated to the support and development of emancipatory pedagogies that counter official policies and mandates that narrow the possibilities for the teaching of the language arts in public schools.  We believe that it is essential that we resist any attempt that is made to separate school based language arts programs from the socio-cultural realities of children’s everyday lives.  Our task is to support the work of teachers as they work closely with their students and their families to build classrooms where everyone has an opportunity to participate in the conversation with a renewed consciousness of worth and possibility of their own language use and the literacies that they share.            

---ESSC, Spring 2000

 

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