English Journal, Vol. 94, No. 2, November 2004

Table of Contents

Issue Theme: Subversive English

• Call for Manuscripts-EJ-November 2004

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  Abstract: Abstract for this article is currently not available.

  Keywords: Secondary

• From the Secondary Section: Subversive English in Subversive Times: Defending What We Know to Be True

  Rebecca Bowers Sipe

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  Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

  Keywords: Secondary

• Snapshots: Transcending Bias through Reader-Response Theory

  Theoni Soublis and Erik Winkler

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  Abstract: “Snapshots” offers insights about teaching and learning through teacher stories about a particular classroom event.

  Keywords: Secondary

• Speaking My Mind: I Want the '60s Back!

  Sara Dalmas Jonsberg

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  Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

  Keywords: Secondary

• From the Editor

  Louann Reid

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  Abstract: Abstract for this article is currently not available.

  Keywords: Secondary

• Of Questioning Assumptions, Crap Detecting, and Splinters of Ice in the Heart

  Herb Karl

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  Abstract: Herb Karl, a longtime colleague of Charles Weingartner, traces the lasting influence of the collaboration between Weingartner and Neil Postman.

  Keywords: Secondary

• Neil Postman and the Teaching of English

  Terence P. Moran

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  Abstract: Throughout his career, Neil Postman challenged educators to think critically and broadly about the roles language plays in human behavior and society. Terence P. Moran, who knew him in various capacities for forty-one years, highlights Postman’s influence on English education

  Keywords: Secondary

• Chas Weingartner Today

  Jeffrey N. Golub

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  Abstract: An influential educator himself, Jeffrey N. Golub offers a personal perspective on the impact of Charles Weingartner’s life and work.

  Keywords: Secondary

• Dancing with Words

  Jeffrey Schwartz

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  Abstract: Interdisciplinary collaborations are subversive when they help students and teacher see beyond traditional subject boundaries. High school teacher Jeffrey Schwartz describes a collaboration with the school’s dance instructor that helped students see Barbara Kingsolver’s Animal Dreams in a new way.

  Keywords: Secondary

• Reclaiming the Power of Subversive Language in Romantic and Transcendental Literature

  Kelly Ann Nugent

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  Abstract: High school teacher Kelly Ann Nugent asked her students to design schools that embodied the principles of learning suggested by writers such as Dickinson, Emerson, Poe, Thoreau, and Whitman. By doing so, students understood better not only the ideas of the writers but also the sometimes-contradictory conditions of their own schooling.

  Keywords: Secondary

• Walking into the Unknown: Inquiry-Based Learning Transforms the English Classroom

  Heather Brown

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  Abstract: When high school teacher Heather Brown created “space to learn with the students,” she found her classroom transformed. In advocating for inquiry-based learning, she details a research project that fully engaged her Native American students.

  Keywords: Secondary

• Subvert the Subversives (But Keep Their Inquiry)

  Steven L. VanderStaay

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  Abstract: Teacher educator Steven L. VanderStaay argues that helping students to read and write is the most direct way to improve society and that teachers must exercise their authority, not relinquish it. While affirming Postman and Weingartner’s advocacy of the inquiry method, VanderStaay challenges their critique of conventional schooling.

  Keywords: Secondary

• Lying to Expose the Truth

  George Clendenning

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  Abstract: George Clendenning uses an exercise that forces students to recognize their unconscious stereotyping. He argues that the instructor’s subversive moves are essential to the effectiveness of the activity.

  Keywords: Secondary

• "Sturdy Black Bridges": Discussing Race, Class, and Gender

  KaaVonia Hinton

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  Abstract: Employing black feminist theory to analyze works of adolescent literature allows teachers to initiate discussions of race, class, and gender. Using this theory also offers “a culturally specific lens” for “reading and teaching literature about parallel cultures, especially African American,” according to teacher educator KaaVonia Hinton.

  Keywords: Secondary

• Literature for Today's Gay and Lesbian Teens: Subverting the Culture of Silence

  Terry L. Norton and Jonatha W. Vare

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  Abstract: University professors Terry L. Norton and Jonatha W. Vare recommend several books that provide positive, hopeful portrayals of contemporary gay and lesbian adolescents, their friends, and their families. They contend that using books such as these that depict the diversity of the population may lead to greater understanding and inclusion.

  Keywords: Secondary

• CyberEnglish

  Dawn Hogue, Ted Nellen, Nancy G. Patterson, and Patricia Schulze

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  Abstract: Four experienced teachers claim that they have “overthrown traditional classroom dynamics and environments mired in tedious micromanaged routines and replaced them with classrooms that support scholars’ choices and voices.” Their conversation reveals the changes they have made, the reasons for them, and the exciting results in different classroom settings.

  Keywords: Secondary

• The Monologue Project for Creating Vital Drama in Secondary Schools

  Ann Frkovich and Annie Thoms

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  Abstract: High school students create and perform interview-based monologues that help them “talk about the critical issues that underlie our daily lives.” Ann Frkovich and Annie Thoms share student samples and advice for teachers who want to give students a powerful speaking and writing tool.
  

  Keywords: Secondary

• Science Fiction: Serious Reading, Critical Reading

  Diane Zigo and Michael T. Moore

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  Abstract: Former high school teachers Diane Zigo and Michael T. Moore argue that science fiction deserves greater respect and a place in high school literature classes. They recommend titles and suggest activities for incorporating science fiction into English language arts instruction.

  Keywords: Secondary

• Research Matters: Expert Students, Successful intellegence, and Wisdom

  Rick VanDeWeghe, editor

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  Abstract: “Research Matters” provides teachers with review and application of research that illuminates the daily concerns and activities of English language arts teachers and classrooms.

  Keywords: Secondary

• New Voices: Teaching Subversively

  Tiffany J. Hunt and Bud Hunt, Coeditors

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  Abstract: “New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.

  Keywords: Secondary

• Teaching English in the World: On the Necessity for Subversion

  Kenneth Lindblom, editor

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  Abstract: “Teaching English in the World” examines the teaching of English in a global context.

  Keywords: Secondary

• English in the City: Teaching the Difficult

  Greg Hamilton, editor

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  Abstract: “English in the City” focuses on the particular challenges, choices, and celebrations relevant to teaching in an urban setting.

  Keywords: Secondary

• Personal Reading: All Other Ground Is Sinking Sand

  Suellen Alfred and Linda Null, editors

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  Abstract: “Personal Reading” contains reviews of fiction and nonfiction books, with a special interest in multicultural works.

  Keywords: Secondary

• Bold Books for Innovative Teaching: Show, Don't Tell: Graphic Novels in the Classroom

  Don Gallo, editor

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  Abstract: “Bold Books for Innovative Teaching” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature will also appear in this column.

  Keywords: Secondary

• Poetry

  James Brewbaker, editor

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  Abstract: “Poetry” features poems by teachers and professional poets.

  Keywords: Secondary

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