2015 Promising Researcher Award Winner
The Promising Researcher Award selection committee congratulates Logan Manning for being selected as this year's Promising Researcher Award recipient. Submitted manuscripts were evaluated based on their statements of research problems, reviews of relevant literature, methodology and data analysis, grounding of evidence, significance of results, and clarity and style.
The selection committee has recognized Dr. Manning for introducing her notion of “social poetics,” which accounts for the “social, economic, developmental, emotional and educational” forces that mediate youths' production of art, communication and “ways of being” in schooling contexts. Through a social poetics analysis, we meet youth whose voices would be marginalized otherwise. Portraits of Jaleeyah, Lachelle, and Ruby (amongst the voices of other youth) that Manning weaves together demonstrate the importance of poetry in the lives of non-dominant youth who have experienced trauma in their lives. Manning powerfully describes the “social work” of poetry as the memories and experiences of the poetry course described in this manuscript provide both vertical and horizontal forms of learning in educational settings that are often otherwise fixated on narrow and reductive forms of remediation.
One committee member stated, “it’s critical to hear from youth who were deemed unsuccessful in school…Manning shares their memories and experiences with poetry cautiously and responsibly.” Another stated, “In my opinion, this was by far the strongest paper of the 2015 submissions. This author’s work is timely, relevant, and of critical importance to the field. I would love to see this published in Research in the Teaching of English!”
This year’s committee had the difficult task of selecting only one recipient. Dr. Manning’s manuscript stood out from a very excellent pool of researchers whose work promises to add to the field of literacy research in the coming years. Serving on the selection committee this year were Danny Martinez (Chair), Keisha L. Green, Robert Petrone, and Ebony Elizabeth Thomas.
Logan Manning, "Rewriting Struggles as Strength: Young Adult Reflections on the Significance of Their High School Poetry Community"
Logan Manning is an assistant professor of literacy education in the department of Interdisciplinary Learning and Teaching at the University of Texas San Antonio. Dr. Manning taught high school English for eleven years, mostly at alternative high schools in Oakland, CA. Dr. Manning received her Ph.D. in Education (Language, Literacy, and Culture) from the University of California at Berkeley in 2014. Her research examines the ways that youth who have experienced urban traumas including but not limited to school failures use poetry-writing practices in their post-high school lives to fulfill needs that were unmet and to rewrite limiting scripts offer to them in traditional school environments. Working at the intersections of secondary literacy (particularly writing), whiteness studies, and critical pedagogy, Dr. Manning explores the role of literacies in disrupting the tendencies of schools to reproduce oppressive hierarchies and in creating spaces for youth and educators to imagine new ways of being in high school classrooms and beyond. Dr. Manning is currently working on a youth participatory action research project at an alternative high school in order to explore the ways youth forge spaces in schools to study issues that matter to them and how these in-school engagements may or may not nurture a sense of activism in adolescents who come from historically minoritized communities.
Rebecca Lorimer Leonard, "Traveling Literacies: Multilingual Writing on the Move"
Gholnecsar Muhammad, "In Search for a Full vision: Writing Representations of African American Adolescent Girls"
Amy Stornaiuolo, ‘Like two different worlds’: Teachers’ perspectives on social networking and schooling,”
Tisha Y. Lewis, "We txt 2 sty cnnectd: Digital literacies, Meaning-Making, and Activity Theory Systems between an African American mother and son."
2012 - Finalist
Ebony Elizabeth Thomas, "Sustaining Culturally Responsive Discourse in Black and White: Negotiating Social Solidarities Through English Teacher Talk."
Jennifer Buehler, "'We Have a Culture of Failure Here": Analyzing the Production of School Culture in an Urban High School."
Marcelle Haddix, "No Longer on the Margins: Researching the Hybrid Literate Identities of Black and Latina Preservice Teachers."
Steve Amendum, "Federally-Funded Reading Intervention and Reading Growth: Which Features Matter in High Poverty Schools?"
Elizabeth Dutro: "What 'Hard Times' Means: Mandated Curricula, Middle-Class Assumptions, and the Lives of Poor Children."
Amy Suzanne Johnson: "Literate Practice as Answerable Response: Sally Harris' Mandate for Literacy in the Rural South."
Leah Zuidema: "Give 'Em Some Space: Online Induction Networks for Beginning Teachers."
Tara Star Johnson: "Crossing the Line: When Pedagogical Relationships Go Awry."
Steven Talmy: "The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality and identity in L2 socialization."
Amanda Thein: "She's not a prostitute!: Re-reading working-class girls' responses to literature throught an examination of interpretive practices.
Deborah Bieler: "Re-Imagining mentoring as Dialogic Praxis: using Discourse Analysis to Examine Student-Teacher/University Mentor Talk."
Jessica Zacher: "Analyzing children's social positioning and struggles for recognition in a classroom literacy event."
Victoria Haviland: "Things Get glossed Over: Rearticulating the Silencing Power of Whiteness in Education."
Beth L. Samuelson: "Ventriloquation in discussionso of student writing."
Mary Juzwik: “Narrative performance in teaching as a rhetoric of identification: A stylistic analysis of parallelism in “Violence was the way to go.”
Karen Macbeth: “Diverse, Unforeseen, and Quaint Difficulties:” The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing.
Korina Jocson: “Bob Dylan and Hip Hop”: Hybrid Cultural and Literacy Practices in Youth Poetry Communities.
Maisha Tulivu Fisher: “Every city has soldiers”: The Role of Apprenticeship in
Participatory Literacy Communities”
Aria Razfar: “Repair: A Practice of Language Ideologies in Engish Language
2003 None Selected
Lorraine Cella: “Reading the Complex World: Students Approach The Scarlet
Letter from Multiple Perspectives.” West Wood School, New Jersey
Don Pedersen: “Question and Answer: Reading Nonfiction to Develop the
Ronald Pitcock: “Let the Youths Beware!”: The Sponsorship of Early
Nineteenth-Century Native American Literacy.” Texas Christian University,
Yolanda J. Majors, Ph.D.: “Shoptalk: Teaching and Learning in an African
American Hair Salon.” The University of Georgia, Athens.
Jill Heinrich: “Boys’ Talk: Mediating Masculinity in the English Classroom.”
The University of Iowa, Iowa City.
Diane Downer Anderson: “Casting Gender as Social Identity through Literacy
Practices: Third and Fourth Graders in Two Multi-Age Classrooms”,
Swarthmore College-Swarthmore, Pennsylvania
Steven Bialostok: “Discourses of Literacy: Cultural Models of White, Urban, Middle-Class Parents of Kindergarten Children”, University of Wyoming, Laramie
Cindy O’Donnell-Allen: “Teaching with a Questioning Mind: The Development of a Teacher Research Group into a Discourse Community”, Colorado State University-Fort Collins
Dr. Su-Yueh Wu: “The Influence of Collectivism and Individualism on
Argumentative Writing by Chinese and North American”, Sponsor: Don Rubin, University of Georgia
Dr. Nell K. Duke: “3.6 Minutes Per Day: The Scarcity of Informational Texts in
First Grade”, Sponsor: Victoria Purcell-Gates, Harvard University
Dr. Chandra Adkins: “Challenging the Pluralism of Our Past: Presentism and
the Selective Tradition in Historical Fiction for Young People”, Sponsor: Joel
Taxel, University of Georgia
Professor Zhihui Fang: “Extending Literate Register Potential in Whole
Language and Code Emphasis Classrooms: A discourse Perspective on Young
Children’s Writing Development”, Sponsor: Beverly Cox, University of Florida
Dr. Lawrence R. Sipe: “The Construction of Literary Understanding by First
and Second Graders in Response to Picture Storybook Readalouds”, Sponsor:
Janet Hickman, University of Pennsylvania
Susi Long: “Learning to Get Along: Language and Literacy in a New Cultural
Setting”, University of South Carolina-Columbia
Cynthia Lewis: “The Social Drama of Literature Discussions in a Fifth/Sixth-
Grade Classroom”, Grinnell College-Iowa
Terry Underwood: “The Impact of a Portfolio Assessment System on the
Instruction, Motivation, and Achievement of Seventh and Eighth-Grade English
Language Arts Students in a Northern California Middle School”, Roseville-
Margaret J. Finders: “Just Girls’: Literacy and Allegiance in Junior High School”, Purdue University-West Lafayette, Indiana
Jeffrey D. Wilhelm: “Reading is Seeing: Using Visual Response to Improve the
Literary Reading of Reluctant Readers”, Beaver Dam Middle School, Wisconsin
Steven Z. Athanases: “Beyond Silence and the Graceful Liberal Gesture: Urban Tenth Graders Discussing Literature and Diversity”, Stanford University-
Joy Pie-Lin Chung: “Language Socialization in a Clique of Chinese Immigrant
Students: An Enthnography of a Process of Social Identity Formation”, San
Elaine Chin: “Learning to Write the News”, University of Michigan
Cheri L. Williams: “The Language and Literacy Worlds of Three Profoundly
Deaf Preschool Children”, University of Cincinnati
Rebecca E. Burnett: “Conflict in the Collaborative Planning of Co-authors:
How Substantive Conflict, Representation of Task, and Dominance Relate to
High-Quality Documents”, Iowa State University
Anne DiPardo: “Nested Contexts: A Basic Writing Adjunct Program and the
Challenge of ‘Educational Equity’”, University of Iowa
Carol D. Lee: “Signifying as a Scaffold for Literary Interpretation: The
Pedagogical Implications of an African American Discourse Genre”
Cynthia Greenleaf: “Technological Indeterminacy: The Role of Classroom
Writing Practices in Shaping Computer Use”, University of California-Berkeley
Peggy Trump Loofbourrow: “Composition in the Context of the CAP: A Case
Study of the Influences of the California Assessment Program on the Life of One
Junior High School”, Castro Valley-California
John M. Ackerman: “Reading, Writing, and Knowledge: The Role of
Disciplinary Knowledge in Comprehension and Composing”, University of Utah
William Sweigart: “Classroom Talk as It Affects Process and Product Writing”,
Indiana University Southeast-New Albany