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English Education, Volume 50, Number 3, April 2018

Cover Art for English Education, Vol. 50, No. 3, April 2018

Table of Contents

  • Editorial: These Violent Delights Have Violent Ends: Disrupting the Angst [FREE ACCESS]

    Tiffany Karalis

    Abstract: With an analogy to the television series Westworld, Tiffany Karalis discusses the politicized dimension of teaching and the effects of the current political environment on her student teachers.

    Keywords: Preservice Teachers, Teacher Anxiety, Teacher Education

  • “You Could Argue It Either Way”: Ambivalent White Teacher Racial Identity and Teaching about Racism in Literature Study

    Carlin Borsheim-Black

    Abstract: This study presents a portrait of a White high school English teacher in an effort to understand the relationship between her White racial identity and her teaching about racism within a unit on A Raisin in the Sun in a predominantly White teaching context. The author argues that the teacher’s ambivalent White racial identity contributed to lack of clarity and conviction in terms of purpose, which presented a pedagogical dilemma that ultimately undermined her practice. Acknowledging ambivalent identity and compensating for ambivalence in practice could provide pedagogical support for English teachers when they strive to teach about racism in secondary English classrooms.

    Keywords: Antiracist Pedagogy, Literature, Racial Identity, Whiteness Studies

  • Critical Conversations in English Education: Discursive Strategies for Examining How Teacher and Student Identities Shape Classroom Discourse [FREE ACCESS]

    Amy Vetter, Melissa Schieble, and Mark Meacham

    Abstract: This research examined how preservice teachers in a university classroom used discourse analysis of video-recorded lessons to explore how identity markers such as race shaped classroom interactions. Findings from the study indicated that preservice teachers employed 10 different discursive strategies to engage in critical conversations. Identifying these discursive strategies offered insight into preservice teachers’ entry points for engaging in such dialogue. From that information, we offer potential narrative starters and questions that educators could use to deepen critical conversations in their English education courses.

    Keywords: Critical Conversations, Discourse Analysis, identity issues

  • Provocateur Piece : Let Your Reader Do Some Work: Twelve Theses (and an Appendix) on Leaving More to the Imagination in Academic Assignments

    Mara Lee Grayson

    Abstract: This provocation addresses the prevalence of “scholarly laziness” in academic reading and considers its effect on scholarly writing in ELA and teacher education classrooms. The essay is constructed as twelve theses (a nod to the 500th anniversary of the Protestant Reformation and the contemporary propagation of standardized rubrics as doctrine). Blending narrative and scholarship, these brief statements consider possible reasons for this so-called laziness, ways it manifests in education and scholarship, why it is a problem, and possible approaches to encouraging more critical reading and writing practices among students, preservice teachers, and scholars.

    Keywords: Academic Writing, Preservice Teachers, Teacher Education

  • Announcements [FREE ACCESS]

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