Featured Publications of Affiliates and Assemblies

2006-2007 Featured Publications

Teachers Matter
Oregon English Journal
Spring 2006 (Vol. 28.1)
Ulrich H. Hardt, editor

Concentric rings on water emanating from a dropped pebble: the cover elegantly suggests the theme, "Teachers Matter." The pebbles are teachers—wonderful, terrible, inscrutable, and always influential. Their rings of influence are the subject of personal testimonies in this engaging issue.

Twenty-five English teachers at all levels write from Germany, Pennsylvania, Ohio, Michigan, Kansas, California, and Oregon about teachers who made indelible impressions on them. One writes of Sister Mary Margaret's enchantment with Beowulf; one preppy digs a chain-smoking teacher's incantations of Thoreau; a seventh-grader entertains classmates with stories about their harridan teacher; an eighth-grader marvels how his teacher perturbed students' thoughts and opened the window of curiosity forever; a lad remembers one teacher's cruelty and another's nurturing discipline in post-WWII Germany; a girl's prized essay about communism is spoiled by teacher's revisions; a high schooler's teacher is a Beat poet.

These pieces are as evocative for their portraits of the youngsters—most of them teachers now—as of their memorable teachers.  A must-read!

Copies can be ordered for $10.00 each from Ulrich H. Hardt, Editor, Portland State University—GSE, P O Box 751, Portland, OR 97207-0751 (please make check payable to OCTE).

2005-2006 Featured Publications

Inner Work: Teaching and Learning (from) Within
Journal of the Assembly for Expanded Perspectives on Learning (JAEPL)
Winter 2005-2006
Kristie S. Fleckenstein and Linda T. Calendrillo, co-editors

JAEPL provides a forum for nontraditional approaches to literacy research, theory, and pedagogy.  This featured issue, “Inner Work: Teaching and Learning (from) Within,” focuses on the importance of attending to the intellectual, emotional, spiritual, and corporeal nature of our inner terrain. Kami Day draws on Quaker traditions to emphasize the need for emotional connections in teaching writing.  Gina DeBlase traces the importance of narrative thinking in one high school student’s intellectual life. Geraldine DeLuca uses the metaphor of the headstand in yoga to highlight the convergence of emotional, spiritual, intellectual, and corporeal paths in student-teacher learning. Focusing on the Hokkien dialect, Sue Hum counsels teachers to recognize that student-teacher inner work involves language, cultural environments, and bodies.  Laurence Musgrove provides an imagistic praxis that makes teachers’ and students’ inner work visible, arguing that such a praxis helps students become more responsive and responsible readers.  Finally, Alexandria Peary blends emotional and intellectual paths to argue for an empathic approach to argument.  Book reviews feature works dealing with Ken Wilbur, emotion, narrative knowing, and personal experience in academic writing.

To order, email or surface mail Kristie S. Fleckenstein, Co-Editor, JAEPL, Department of English, Florida State University, Tallahassee, FL  32306.  Email: .  Website: http://aepl.iweb.bsu.edu/JAEPL  Cost: $20.00

Dealing with the Realities of War in the Classroom
Oregon English Journal
Spring 2005
Ulrich H. Hardt, editor

"My son is in Afghanistan" is the opening sentence of "Teaching Peace in Times of War," in the Oregon English Journal, focusing on the theme "Dealing with the Realities of War in the Classroom."  In this publication, language arts teachers at all levels write about the challenge of teaching English during a complex, frightening, and increasingly unpopular foreign war.

One piece examines seven assumptions about war and offers constructive alternatives.  A discussion of the WWI peace efforts of women will open the eyes of every reader.  Poet and teacher Kim Stafford writes of 1980s post-Communist Poland and the children of Sejny.  Another article enumerates the social and psychological effects of war on children as presented in children's and young adults' literature.  An examination of art derived from war in various genres features seven essential, student-accessible works. The war poems in this volume, including two by William Stafford, are outstanding.

Copies can be ordered for $10.00 from Ulrich H. Hardt, Editor, Portland State University—GSE, P.O. Box 751, Portland, OR  97207-0751 or

2004-2005 Featured Publications

At Risk: Teaching and Writing outside the Safety Zone
Journal of the Assembly for Expanded Perspectives on Learning (JAEPL)
Winter 2004-2005
Kristie S. Fleckenstein and Linda T. Calendrillo, co-editors

The Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) provides a forum for research, theory, and pedagogy that extend beyond traditional approaches to language.  This featured issue, “At Risk: Teaching and Writing outside the Safety Zone," focuses on the necessity of risk in teaching and writing. Lynn Z. Bloom urges us to take risks in our writing.  David L. Wallace argues for a pedagogy that involves “both personal and professional risk.”  Roben Torosyan advocates self-disclosure as an important, but risky, step in trust building.  Patricia Webb and Zach Waggoner track changes in an influential website to highlight risks to spiritual pluralism.  Matthew I. Feinberg offers risky connections among mind, body, and place in the classroom.  Hildy Miller counsels us to risk our accepted practices so that we might better honor the mental imagery in writing. Ed Comber offers a strategy which helps writers work through emotions that interfere with their writing. Book reviews feature works dealing with spirituality and autobiographical writing, spirituality and literacy, and writing and healing.

To order, write or call Kristie S. Fleckenstein, Co-Editor, JAEPL, Department of English, Ball State University, Muncie, IN  47306.  (765-285-8372; FAX 765-285-3765). Email: .  Website: http://aepl.iweb.bsu.edu/JAEPL/.  Cost: $15.00.

Professional Development
Language Arts Journal of Michigan
Spring/Summer 2004
Jonathan Bush and Allen Webb, editors

These essays explore the role of professional development in keeping a teaching life vital and evolving for teachers of English language arts.  They are a testimony to the authenticity, flexibility, and contextual growth of English teachers collaborating with each other to improve their knowledge, skills, and commitment.
In an era of No Child Left Behind, of fixed objectives and testing, top-down administration of teacher activity, and prepackaged professional development materials and programs, this collection presents a remarkable counter-narrative, setting forward a rich and various roadmap to professional development. Drawing on leading language arts professional development programs, including state and national NCTE conferences, The National Writing Project, Co-Learn, National Board Certification, and university graduate and mentorship programs, as well as on work in collaborative English departments and programs, teachers describe an active interplay between practice and theory, individual experience and community reflection.

To order, contact Language Arts Journal of Michigan, c/o English Department, 6th Floor Sprau Tower, Western Michigan University, Kalamazoo, MI 49008-5331.  Telephone: 269-387-2572, Fax:  269-387-2562.  Email: or . Cost: $10.00.  Please make checks payable to WMU  Department of English.

 25th Anniversary
Oregon English Journal
Spring 2004
Ulrich H. Hardt, editor

The silver anniversary issue of the Oregon English Journal celebrates the genesis and evolution of a “compendium of theoretical articles, research reports, teaching suggestions, and poetry and fiction” that has developed a national reputation for excellence.

This anniversary OEJ briefly examines its history and the reflection of six editors.  The following 130 pages reprint intriguing selections from the first 20-or-so years, followed immediately by an updated article by the same author but from a modern perspective.  Some latter-day writings refute earlier practices; others stand by them.  Some muse about the changes in education; others take a different tack entirely.

Topics include whole language, peer response, critical thinking, talented and gifted (TAG), integrated LA curriculum, sentence combining, learning disabilities, third-world literature, teaching poetry, finding voice and place, the Holocaust, war, and young teachers.

Authors include a national book award winner, an NCTE president, classroom teachers, authors, department chairs, deans, university professors and emeriti, and poets.

To order, write Ulrich H. Hardt, Editor, Portland State University—GSE, PO Box 751, Portland, OR 97207-0751.
Cost: $10.00, including shipping and handling. Please make checks payable to OCTE.

Serendipity: Teaching for Accidental Wisdom
Journal of the Assembly for Expanded Perspectives on Learning (JAEPL)
Winter 2004-2004
Kristie Sealy Fleckenstein and Linda T. Calendrillo, co-editors

The Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) provides a forum for research, theory, and classroom practices that extend beyond traditional approaches to language.  This featured issue, “Serendipity: Teaching for Accidental Wisdom," focuses on the felicitous union of chance and sagacity, emphasizing that the excitement of serendipity is a necessary dynamic in our teaching, reading, and writing. The eight essays in this issue explore from diverse orientations the three elements crucial to serendipity: a prepared mind, accident, and the wisdom to recognize the value of the accident. The issue includes articles by Kilian McCurrie on teachers' spiritual identities, Robert Root on nonfiction as an experimental art, Candace Walworth on Buddhism and silent protest, Laura Milner on healing, Cristina Vischer Bruns on the importance of relationships in teaching literature, Kia Jane Richmond on trust in the classroom, Carolyn Piazza and Christine Jecko on nontraditional prewriting with grade school children, and W. Keith Duffy on the intersections between community, spirituality, and the classroom. Book reviews feature works dealing with body-mind connections, teacher enthusiasm, the unconscious, and the pedagogy of Peter Elbow. Cost: $15.00.  To order, write or call Kristie S. Fleckenstein, Co-Editor, JAEPL, Department of English, Ball State University, Muncie, IN  47306.  (765.285.8372; FAX 765.282.3765). Email: .  Website: http://aepl.iweb.bsu.edu/JAEPL/

2003-2004 Featured Publications

Lewis and Clark: An Expedition into History
Oregon English Journal
Spring 2003
Ulrich H. Hardt, editor

The Lewis and Clark issue of OEJ entices lovers of humanities studies "from sea to shining sea," including the 17 or so "states" en route and many more that evolved as a result. This publication features work by two distinguished Lewis and Clark historians: Stephen Dow Beckham (Lewis & Clark College) and William L. Lang (Portland State University). As the Lewis and Clark Bicentennial celebration marches westward across the continent toward its 2005-06 climax at the winter quarters at Fort Clatsop, Oregon, educators at all levels and all disciplines are harnessing its energy for learning.

Find in this lively publication articles on Chinook jargon, ethnology, salmon in the Columbia River, York the slave, the child Pomp, invented spelling in the Journals, apocryphal narratives of the journey, a Lewis-and-Clark approach to writing, thematic American Literature studies, and copious references.

Teaching on the Slant: Celebrating Mythos in Reading and Writing
Journal of the Assembly for Expanded Perspectives on Learning (JAEPL)
Winter 2002-2003
Kristie Sealy Fleckenstein and Linda T. Calendrillo, co-editors

The Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) provides a forum for research, theory, and classroom practices that extend beyond traditional approaches to language. This featured issue, "Teaching on the Slant: Celebrating Mythos in Reading and Writing" focuses on mythos, the realm of imagery, dreaming, and storytelling, and celebrates indirect teaching, thinking, reading, and writing. Mythos offers insight into truths unavailable through other more direct modes of knowing, holding the hope of transcendence, of healing, or serendipity. The seven articles highlight in different ways the value of teaching on the slant. The issue includes essays by James Moffett (edited by Charles Suhor), Gina Briefs-Elgin, Christopher Weaver, Brenda Daly, Davan Cook, Terrance Riley, and Robbie Clifton Pinter. Book reviews feature works dealing with social justice, hopeful theory, and silence.

To order, write or call Kristie S. Fleckenstein, co-editor, JAEPL, Department of English, Ball State University, Muncie, IN 47306 (765-285-8411; Fax: 765-282-3765). E-mail: . Web site: http://aepl.iweb.bsu.edu/JAEPL/. Cost: $15.00

2002 - 2003 Featured Publications

Sense-able Teaching:  Engagement in the Literacy Classroom
Journal of the Assembly for Expanded Perspectives on Learning (JAEPL)
Winter 2001-2002
Kristie Sealy Fleckenstein and Linda T. Calendrillo, co-editors

The Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) provides a forum for research, theory, and classroom practices that extend beyond traditional approaches to language. This featured issue, "Sense-able Teaching: Engagement in the Literacy Classroom" focuses on teaching with the senses to the senses. Through such teaching, we bridge our separations and heed the appeal of identification. The seven articles highlight the value of engaging with paradox, with the tacit dimension of felt sense, with deep listening, and with constructive meaning making. The issue includes essays by W. Keith Duffy, Dale Jacobs, Dennis Young, Randell Popken, Marilyn Middendorf, Carolina Mancuso, and Lorrie Heggie. Book reviews feature works dealing with writing and healing, gender and culture in writing, partnership education, and writing center pedagogy. 

To order, write or call Kristie S. Fleckenstein, co-editor, JAEPL, Department of English, Ball State University, Muncie, IN 47306 (765-285-8411; Fax: 765-282-3765). E-mail: . Web site: www.bsu.edu/english/publications/jaepl. Cost: $15.00

Writers on Work and Labor Issues
Oregon English Journal
Spring 2002
Ulrich H. Hardt, editor

"Writers on Work and Labor Issues" is the theme of the spring 2002 issue of the Oregon English Journal.  It includes essays on Woody Guthrie, Carl Sandburg, Clemens Starck, William Stafford, and Richard Hugo, as well as articles on the following subjects: women in the yards: the oral histories of packinghouse workers; literature and big money; making a living, making a life; cowboy poetry in the classroom; and the play of teaching. Original poetry focusing on the theme of this issue is also included.

To order, write Ulrich H. Hardt, Portland State University--GSE, PO Box 751, Portland, OR 97207-0751.
Cost: $10.00, including shipping and handling. Please make checks payable to OCTE.

Just Literacy:  Promoting Justice through Language and Learning
New York State English Council
2002
John Harmon, editor

Although we try to infuse justice into every phase of our lives, literacy and literature hold a special place for us, as well.  Not only do teachers explore the concept of justice in a multitude of literary texts, they often also rely on their study of language and literature to foster democracy, equality, and plurality in their classes, as well as in society. 

For this book, teachers explored the many dimensions of justice that permeate their English classes, their reading courses, their literature circles, and their teaching practices.  They explored such broad questions as:    

• What teaching practices promote both justice and literacy?
  
• How do we use literature to promote justice, democracy, and equality?
  
• How do we ensure that the literature we study with our students is inclusive and pluralistic, representing the texture and diversity of our nation?

Perhaps the most uplifting aspect of their responses is that these writers did not dwell on the notion of justice as the sword of retribution, punishing past wrongs. Rather, they envisioned the justice as a polestar, an "ever fixéd mark," guiding our teaching though the seas of tolerance, plurality, multiculturalism, and democracy.

To order, contact John Harmon, editor, Box 3685, Syracuse, NY 13220, E-mail:  .  
Cost:  $12.00