National Council of Teachers of English Logo

English Education, Vol. 46, No. 1, October 2013

Cover Art for English Education, Vol. 46, No. 1, October 2013

Table of Contents

  • Opening the Conversation: Thoughts on Transitions

    Leslie S. Rush and Lisa Scherff

    Abstract: The editors introduce the content of this issue.

  • Embodying English: Performing and Positioning the White Teacher in a High School English Class

    Elisabeth Johnson

    Abstract: Recent research and theoretical work on whiteness in teaching highlights reific, monolithic discourses that position white teachers as deficient, resistant, naive, and ignorant. I seek to complicate similar reductive portrayals through a two-year case of one high school teacher’s racial identities and subjectivities in and beyond the English classroom. Drawing on post-structural performance theories of identity and subjectivity, I pinpoint the material and sociopolitical forces that constrainthe white teaching body and reorient attention to the power of people in daily motion: subverting, making themselves known in multiple ways, always and already becoming. This performative perspective may provide productive lenses for white teachers in antiracist higher education who support teachers living and working in white skin.

  • Enacting High Leverage Practices in English Methods: The Case of Discussion

    Peter Williamson

    Abstract: Though literature discussions are a commonplace feature of English classrooms, we know little about how teachers learn to facilitate classroom talk. Research on methods courses reveals little about how, or if, teachers are prepared to enact the “high leverage” practice of literature discussions. This qualitative study examines an English methods unit on discussion and the practices that the novices later enacted in the field. Sociocultural theory is used to analyze how the novices’enacted particular features of discussions and how these activities afforded them opportunities to practice the facilitative roles that teachers play. The findings suggest that the novices had difficulty understanding their roles as teachers in student-centered activities, and that teacher educators must curricularize enactments to help novices learn what teachers actually do when enacting high leverage practices like discussions.

  • Extending the Conversation: Raising Issues of Rurality in English Teacher Education

    Lisa Schade Eckert and Robert Petrone

    Abstract: Situated within the challenges faced by English teacher educators in the frontier state of Montana, this article argues for the need for increased attention to issues of ruralitywithin the field of English education. Conceptualizing rural education as an issue of social justice, the article suggests several approaches English teacher educators andresearchers might take in thinking about rural English education, including integrating readings related to rurality in English education coursework, researching the uniquechallenges of teacher identity formation within rural contexts, and emphasizing research focused on rural youth literacy practices.

  • Announcements

* 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.

Document and Site Resources

Share This On:

Page Tools:

Join NCTE Today

Related Search Terms


Copyright © 1998-2018 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:

  • Facebook
  • Twitter
  • Linked In
  • Pinterest
  • Instagram

Document URL

Document Owner

Organization Name

NCTE - The National Council of Teachers Of English

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