- Michigan State University, Curriculum, Instruction, and Teacher Education, Department Memberadd
- Childrens Literature, Adolescent Literacy, CURRICULUM AND INSTRUCTION/TEACHER EDUCATION, English Education, Young Adult Literature, Curriculum and Instruction, and 19 moreMasculinities, Teacher Education, Critical Theory, Literature Instruction, Critical Discourse Analysis, Curriculum Studies, Literary Canon, Religion, Participatory Research, Children's and Young Adult Literature, Youth Culture, Erving Goffman, Language and Literacy, Sociocultural Literacy Studies, Literary Criticism, Critical Pedagogy, Critical Literacy, Classroom Discourse Analysis, and Cultural Studiesedit
A recent trend in Disney scholarship attends to postfeminist readings of Disney film and media. This paper contributes to that conversation by focusing on the representations of masculinity that accompany postfeminist sensibilities in and... more
A recent trend in Disney scholarship attends to postfeminist readings of Disney film and media. This paper contributes to that conversation by focusing on the representations of masculinity that accompany postfeminist sensibilities in and through Disney media and its reception. With a sociological approach, this article reviews several Disney characters to argue for a new model of postfeminist masculinity advanced in recent Disney films, with a particular focus on the Incredibles films, and examines how this representation has been received in popular media.
Research Interests: Critical Theory, Discourse Analysis, Sociology, Cultural Studies, Gender Studies, and 15 moreMedia Studies, Critical Discourse Studies, Feminist Theory, Popular Culture, Masculinity Studies, Cultural Theory, Gender, Digital Media & Learning, Masculinity, Critical Discourse Analysis, Masculinities, Postfeminism, Walt Disney Company, Masculinity and Gender Studies, and Postfeminist Popular Culture
Purpose – The purpose of this paper is to describe a pedagogical innovation – a matrix constructionexercise – intended to help pre-service teachers (PTs) navigate the multiple and oftentimes competing discourses that shape the school... more
Purpose – The purpose of this paper is to describe a pedagogical innovation – a matrix constructionexercise – intended to help pre-service teachers (PTs) navigate the multiple and oftentimes competing
discourses that shape the school subject English Language Arts (ELA).
Design/methodology/approach – To explore the various ways the PTs drew on the discursivelyconstructed paradigms of ELA throughout their teacher preparation program, researchers (themselves teacher educators) conducted an intertextual analysis (Prior, 1995) of PTs’ classroom texts and interview transcripts.
Findings – The intertextual analysis suggested that PTs possessed knowledge of and investment in a range of discourses, which they used to anchor their own pedagogical and curricular decision-making
and to anticipate the leanings and ideologies of other stakeholders in ELA. Although the organizational schema of the matrix proved helpful from an orientation standpoint, it also may have disguised the productive tensions between particular discourses for some PTs.
Originality/value – Although scholars have long noted the plurality of the school subject English and some studies on innovations in teacher education allude to the difficulties that teachers encounter as
they navigate the multiple purposes of ELA, there is little scholarship that considers how pre-service and beginning teachers might best navigate that incoherence and unwieldiness. This study, which contextualizes and explores a pedagogical innovation in an English methods class designed to help PTs navigate the many “Englishes”, attempts to fill this gap. The findings suggest that teacher preparation in ELA would do well to conceive of pedagogical innovations in teacher education that allow teachers
to grapple with, rather than solve, the uncertainty and unfinalizability of the discipline.
discourses that shape the school subject English Language Arts (ELA).
Design/methodology/approach – To explore the various ways the PTs drew on the discursivelyconstructed paradigms of ELA throughout their teacher preparation program, researchers (themselves teacher educators) conducted an intertextual analysis (Prior, 1995) of PTs’ classroom texts and interview transcripts.
Findings – The intertextual analysis suggested that PTs possessed knowledge of and investment in a range of discourses, which they used to anchor their own pedagogical and curricular decision-making
and to anticipate the leanings and ideologies of other stakeholders in ELA. Although the organizational schema of the matrix proved helpful from an orientation standpoint, it also may have disguised the productive tensions between particular discourses for some PTs.
Originality/value – Although scholars have long noted the plurality of the school subject English and some studies on innovations in teacher education allude to the difficulties that teachers encounter as
they navigate the multiple purposes of ELA, there is little scholarship that considers how pre-service and beginning teachers might best navigate that incoherence and unwieldiness. This study, which contextualizes and explores a pedagogical innovation in an English methods class designed to help PTs navigate the many “Englishes”, attempts to fill this gap. The findings suggest that teacher preparation in ELA would do well to conceive of pedagogical innovations in teacher education that allow teachers
to grapple with, rather than solve, the uncertainty and unfinalizability of the discipline.
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Call for Proposals
Research Interests: Critical Theory, Discourse Analysis, Gender Studies, English Literature, Multiculturalism, and 25 moreCritical Discourse Studies, Teacher Education, Marxism, Literature, Postcolonial Studies, Critical Pedagogy, Learning and Teaching, Children's Literature & Culture, Children's and Young Adult Literature, Critical Race Theory, Identity (Culture), Race and Ethnicity, Ideology, English, Literary Canon, Multicultural Education, Critical Discourse Analysis, Adolescent Education (Education), Canon Formation, English Education, Young Adult Literature, Adolescents, Young Adult, Englsh learning and teacning, and AP English Literature and Young Adult Literature
This article combines frameworks of new racism and critical literature pedagogy to provide ideas and strategies for critically engaging, teaching, and reading with To Kill a Mockingbird.
Research Interests: Critical Theory, American Literature, Literacy, English Literature, Education, and 11 moreTeacher Education, Literature, Adolescent Literacy, Literary Criticism, Children's and Young Adult Literature, Critical Race Theory, English, Literary Theory, Adolescent, English Education, and Critical Literacy
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English Journal, November 2016
Research Interests: Critical Theory, Cultural Studies, English Literature, Multiculturalism, Curriculum Design, and 15 moreDystopian Literature, Literature, Popular Culture, Critical Pedagogy, Social Justice, English, Walter Benjamin, Philosophy of Love, Adolescent, Foucault and education, Teaching and Learning Writing and Reading, English Education, Disney Studies, Curriculum and Pedagogy, and Michel Foucault and the theory of Power
Research Interests: Critical Theory, Discourse Analysis, Gender Studies, Literacy, Multiculturalism, and 13 moreFeminist Theory, Teacher Education, Literature, Adolescent Literacy, Gender and Sexuality, English, Literary Canon, Pedagogy, Feminism, Critical Discourse Analysis, Curriculum and Instruction, English Education, and Literary studies
Journal of School Leadership
Research Interests:
Research Interests: Discourse Analysis, Multiculturalism, Self and Identity, Teacher Education, Literature, and 14 moreAdolescent Literacy, Children's and Young Adult Literature, Discourse, Multicultural Education, Qualitative Research, Language and Identity, Perspective Taking, Empathy, English Education, Young Adult Literature, Perspective, Other, Figured worlds, and James Paul Gee
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English Journal, July 2015
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The varying traditions, goals, paradigms, and discourses associated with English language arts (ELA) underscore the degree to which there is not one school subject English, but many " Englishes. " In a neoliberal context , where movements... more
The varying traditions, goals, paradigms, and discourses associated with English language arts (ELA) underscore the degree to which there is not one school subject English, but many " Englishes. " In a neoliberal context , where movements like standardization and accountability stake claims about what ELA should be and do in the world, teachers, especially beginning teachers, can struggle to navigate the tensions engendered by these many and contradictory " Englishes. " This chapter attends to this struggle and delineates a process by which English Educators might illustrate the field's vast and ever-changing terrain and support
