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English Education, Vol. 34, No. 1, October 2001

Cover Art for English Education, Vol. 34, No. 1, October 2001

Table of Contents

  • Beginning Words: Teaching and Writing across Traditional Boundaries in English Education

    Dana L. Fox and Cathy Fleischer

    Abstract: Negotiating boundaries in English education requires that we reflect critically upon the structure and history of our discipline and programs, question our beliefs and assumptions, and consider our responses to alternative viewpoints. The authors of the articles in this issue challenge us to look through these boundaries.

    Keywords: College

  • Seeking Connection: An English Educator Speaks across a Disciplinary Contact Zone

    Janet Alsup

    Abstract: Two separate listserv conversations between English educators (EE) and university faculty prepared in rhetoric and composition (RC) revealed an obvious split between theory (research and philosophy), which was most associated with rhetoric and composition, and practice (teaching), associated more with the English Education field. This split has led to disciplinary prejudice between EE and RC professionals. In an effort to build bridges, Alsup analyzes the exchanges that occurred on the two listservs, describes the current nature of the EE/RC split as evidenced in these conversations, and suggests ways to narrow the gap to allow for more cooperative research, teaching, and writing.

    Keywords: College

  • "Is It Too Late to Get a Program Change?": The Role of Oppositionality in Secondary English Education

    Thomas Philion

    Abstract: Perhaps the most compelling pedagogical problem for both beginning and experienced teachers alike is the issue of how to respond to adolescent language and behavior that falls outside expected boundaries. In this essay, Philion suggests that oppositional adolescent language and behavior is result of adolescent attempts to challenge power systems in the classroom and to make the systems more livable, and notes that critical reading of this oppositional narrative can shift perspectives and have the potential to produce positive, substantial changes within the power system. While there are several strategies for working with oppositional discourse, narrative storytelling, he advocates, enhances not only an awareness of the roots of oppositionality, but also one's own role in the creation of disadvantageous educational conditions. Samples from one of his student's journals illustrate the reflective and transformative power of storytelling.

    Keywords: College

  • BookTalk: Whose America?

    Todd DeStigter

    Abstract: The rapidly increasing number of students of color in our nation's schools has led educators to consider the relationship between cultural affiliation and the ways in which students learn as a part of determining how best to teach in response to all students' needs and abilities. DeStigter reviews three texts that offer productive ways think about this issue.

    Keywords: College

  • Conversations from the Commissions: Preservice Teacher Research: How Viable Is It?

    Michael Angelotti, David Cappella, Patricia P. Kelly, Carol Pope, Candy Beal, and Joseph Milner

    Abstract: Recent studies in classroom teacher research have begun to expand the definition of the teacher research to include preservice teachers. Five members of the CEE Commission on English Methods Teaching and Learning have been studying the viability of teacher research at the preservice level at their respective universities. In this article, they summarize their respective studies to date, and discuss common findings leading to a list of potential characteristics of effective preservice teacher-research preparation.

    Keywords: College

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts