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2011 October English Education, v44.1

Non-Member Price: $18.75

NCTE Member Price: $6.25

English Education
Volume 44, Number 1, October 2011

Level(s): College, Secondary

ISBN/ISSN: 0007-8204


English Education
Volume 44, Number 1, October 2011

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Editorial: Opening the Conversation: Thoughts on English Teacher Preparation and Renewal with Patricia Lambert Stock, Ruth Vinz, and David Schaafsma, Past EE Editors
Leslie S. Rush and Lisa Scherff
Abstract: For the final installment of our co-written editorials with former English Education editors, and in honor of the centennial anniversary of the National Council of Teachers of English, we offer responses by Patricia Lambert Stock, Ruth Vinz, and David Schaafsma to the question, “How can the profession improve the preparation and renewal of all English educators?”

“White People Don’t Work at McDonald’s” and Other Shadow Stories from the Field: Analyzing Preservice Teachers’ Use of Obama’s Race Speech to Teach for Social Justice
Denise Davila
Abstract: This study investigates the outcomes of two novice preservice teachers’ (PSTs’) attempts at taking up the roles of critical guides (Damico & Apol, 2008) to mediate discussions about racism inresponse to President Barack Obama’s (2008) campaign speech “A More Perfect Union.” With the objective of teaching for social justice, these PSTs initiated their discussions in two senior English classrooms at the same high school located in a predominantly white, economically low-middle-class Midwest community. Profiles of each intern were developed from data comprised of field notes, meeting notes, interviews, video and audio recordings, journal entries, essays, and other artifacts. Framed by Damico and Apol’s (2008) concept for mediating historical risky texts, and grounded in the principles of critical literacy and antiracist pedagogy, this investigation demonstrates that despite their objective to teach social justice, the PSTs enacted discussions that generated shadow texts (Simon, 2000) and perpetuated stereotypes. It suggests that for these PSTs, there may be a disconnection between the theories they learned in their teacher preparation courses and their practical application of such theories in the field.

Extending the Conversation: In Search of the Authentic English Classroom: Facing the Schoolishness of School
Anne Elrod Whitney
Abstract: Anne Elrod Whitney’s first-person narrative about her experiences as a student, teacher, and teacher educator gives us a sense of what authenticity in classrooms might look like and what it might mean for students.

Extending the Conversation: Applying the CEE Position Statement Beliefs about Social Justice in English Education to Classroom Praxis
sj Miller, Peter Williamson, Marshall George, Jennifer King, Brian Charest, Deborah Bieler, and Laura Bolf-Beliveau
Abstract: The authors provide a fresh look at the CEE position statement on social justice in English education by articulating how social justice education works in their disparate settings.


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