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English Leadership Quarterly, Vol. 39, No. 1, August 2016

Table of Contents

Issue Theme: Social Justice

  • Editorial: Social Justice [FREE ACCESS]

    Oona Abrams

    Abstract: Abstract for this article is currently not available.

    Keywords: Social Justice

  • Difference, Not Deficit: A Linguistic Primer

    Clare Dannenberg and Katie Dredger

    Abstract: Language prejudice is often masked in socialized behavior toward education. Students are judged to be “educated” by how well they are able to conform to academic rules both in speech and in writing—socially ratified forms of phonological, grammatical, and lexical language use that are considered “correct.” Perpetuating this socialization, even highly educated and diversity-aware people become unknowing propagators of language prejudice, and myths about language use, structure, and history prevail. When ELA teachers think of explicitly addressing language variation in their classrooms without linguistic training, they may become mired in the controversial political rhetoric related to issues and myths of diversity and inclusion. The authors illustrate how using linguistic grammaticality to steer students through the challenges of language diversity.

    Keywords: Grammar, Social Justice, basic writing, Language Diversity, linguistic grammaticality

  • Telling a Different Type of Story: Inviting Youth Voice through Community Partnerships [FREE ACCESS]

    Candance Doerr-Stevens and William Harvill

    Abstract: What teachers perceive as social justice may differ greatly from what students see as relevant and just. Furthermore, what teacher educators and teachers view as justice-oriented education may differ significantly from what community partners and agencies see as locally relevant. Wanting to provide high school English students the same opportunities to enact change in their communities, the authors invited ninth graders to pick up the microphone, audio recorder, and camera in order to craft their own community stories. What issues did they address? With whom did they partner? And whose voices did they include? These questions and more shape this exploration

    Keywords: Advocacy, Social Justice, Service Learning

  • Theory as Method: Queer Theory, LGBTQ Literature, and a Path to Professional Development

    Emily S. Meixner

    Abstract: Lack of teacher knowledge about and sensitivity to the needs of LGBTQ youth are a significant contributing factor to LGBTQ students’ ongoing discomfort and disengagement in schools. Yet teachers continue to be under- or uninformed. For English teachers, specifically, this lack of knowledge often means a lack of familiarity with the growing body of LGBTQ literature, including children’s, middle level, and young adult LGBTQ literature, available to them and their students. The author presents several strategies and resources for teachers to use gender and queer theory as a lens of analysis to understand how representations of adolescence, gender, sexual identity, and sexual orientation in a collection of LGBTQ young adult novels geared toward specific sensitivities they may encounter in their classrooms.

    Keywords: YA Literature, Social Justice, critical thinking, LGBTQ Literature

  • Promoting Social Justice through School and Community Research [FREE ACCESS]

    George Iannuzzi, Jill Ewing Flynn, and Veronica Zuccarello

    Abstract: In this article, the authors illustrate how researching a school community can help novice teachers, and in turn their future students, question dominant narratives about people and places and foster social justice. The projects discussed here were inspired by discussions in their culminating undergraduate methods class to have their students create digital projects centered on issues important to their communities. This article will be helpful to English teachers, English teacher leaders, and English teacher educators who want to explore the integration of socially relevant, critical research topics in order to foster social justice.

    Keywords: Professional Development, 21st Century Literacies, Social Justice

  • Announcements/Call for Manuscripts/Future Issues [FREE ACCESS]

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