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2013 October English Education, v46.1

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College, Secondary

ISBN/ISSN: 0007-8204


English Education
Volume 46, Number 1, October 2013

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Opening the Conversation: Thoughts on Transitions
Editors: Leslie S. Rush and Lisa Scherff

Embodying English: Performing and Positioning the White Teacher in a High School English Class
Elisabeth Johnson
Abstract: Recent research and theoretical work on whiteness in teaching highlights reific, monolithic discourses that position white teachers as deficient, resistant, naive, and ignorant. I seek to complicate similar reductive portrayals through a two-year case of one high school teacher’s racial identities and subjectivities in and beyond the English classroom. Drawing on post-structural performance theories of identity and subjectivity, I pinpoint the material and sociopolitical forces that constrain the white teaching body and reorient attention to the power of people in daily motion: subverting, making themselves known in multiple ways, always and already becoming. This performative perspective may provide productive lenses for white teachers in antiracist higher education who support teachers living and working in white skin.

Enacting High Leverage Practices in English Methods: The Case of Discussion
Peter Williamson
Abstract: Though literature discussions are a commonplace feature of English classrooms, we know little about how teachers learn to facilitate classroom talk. Research on methods courses reveals little about how, or if, teachers are prepared to enact the “high leverage” practice of literature discussions. This qualitative study examines an English methods unit on discussion and the practices that the novices later enacted in the field. Sociocultural theory is used to analyze how the novices enacted particular features of discussions and how these activities afforded them opportunities to practice the facilitative roles that teachers play. The findings suggest that the novices had difficulty understanding their roles as teachers in student-centered activities, and that teacher educators must curricularize enactments to help novices learn what teachers actually do when enacting high leverage practices like discussions.

Extending the Conversation: Raising Issues of Rurality in English Teacher Education
Lisa Schade Eckert and Robert Petrone
Abstract: Situated within the challenges faced by English teacher educators in the frontier state of Montana, this article argues for the need for increased attention to issues of rurality within the field of English education. Conceptualizing rural education as an issue of social justice, the article suggests several approaches English teacher educators andr esearchers might take in thinking about rural English education, including integrating readings related to rurality in English education coursework, researching the unique challenges of teacher identity formation within rural contexts, and emphasizing research focused on rural youth literacy practices.


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