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"Racism is etched within ELA classrooms and explicitly and implicitly influences the academic and social experiences of Black children and youth. As such, in order to disrupt racism, the structures, policies, and procedures that uphold racism must be named and unveiled."

"This requires teachers who aren’t afraid to resist the school-sanctioned language, literacy, and writing curriculum."

"...humanization should be at the nexus of ELA classrooms."

"This particular component of CREE counters anti-blackness by showcasing an unapologetic, unashamed, and unconditional love for Blackness and for Black lives."

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Discussion Questions for "Where do we go"

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Discussion Questions for "Where do we go"

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1. How can we show unconditional love for the lives of our students? How does this particularly apply to the content of ELA?

2. How are teachers implicated in the struggle for racial justice? What responsibilities do we have to address social justice movements in the classroom?
2. How are Black lives mattering in classrooms?
3. How are we using Black youth life histories and experiences to inform our mindset, curriculum, and pedagogical practices in the classroom?

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Discussion Questions for Restorative English

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Discussion Questions for Restorative English

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1. Why teach? Why now?
2. Who were you as a student? Describe a time when you were at your worst- what did you need from your teachers in that time?
3. Share about a piece of literature that has influenced you.
4. How can we use the language arts curricular space - through reading, writing, research, poetry, media analysis- to create a more supportive school community?
5. Did you feel safe and supported in your own school? What would you have needed, if you did not?

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"Circles are catalysts for blending communities in which facilitators are committed to eliminating hierarchies based on academic prowess or social and cultural capital. There is a particular kind of power-sharing in circle processes that is undeniable and necessary for establishing consensus."

The quote that inspired this piece is a question from another educator (Ihab Hassan): "How do we teach English in such a way that people stop killing each other?"

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"...there is no neutral point of interpretation; rather, all our understandings are mediated by factors including our cultural or social experiences..."

From one of the students: "Nobody Knows the average amount of a person."

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1. Did you have any experiences in school where you were asked to question the text, or the author, in a critical way?
2. Did you ever want to question a text, or an author, about the way that something was represented or misrepresented (or left out entirely) from a story?
3. How do you think your experience with a book might have changed if you had taken a more critical look at that book?
4. What kind of classroom climate do we need to create to get students to engage in thinking critically about what they are reading?

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NCTE - National Council of Teachers of English

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"Along with longstanding considerations of race, gender, class, and colonialism in the teaching of English, the editorial vision encompasses current critical perspectives on ethnicity, sexuality, religion, dis/ability, and research ethics. Committed to issues of equity across the educational life span, RTE examines these and other topics, as consistent with the realities of our increasingly globalized society..."

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- RTE is the flagship research journal of NCTE

- refereed, scholarly journal publishing empirical articles

- Scope includes articles relevant to all grade levels, and teaching both literacy and language

- "composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world"

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Editorial Staff

Editors
Gerald Campano, Amy Stornaiuolo, and Ebony Elizabeth Thomas
University of Pennsylvania

Editorial Assistants
Bethany Monea
Christopher R. Rogers
Ankhi Thakurta

Production Editor
Cynthia Gomez

RTE Editorial Advisory Board
H. Samy Alim, University of California, Los Angeles; Steven Alvarez, St. John's University; Donna Alvermann, University of Georgia; Deborah Appleman, Carleton College; Maren Aukerman, University of Calgary; Richard Beach, University of Minnesota; Mollie Blackburn, The Ohio State University; David Bloome, The Ohio State University; Maneka Brooks, Texas State University; Ayanna Brown, Elmhurst College; Maria Lucia Castanheira, Federal University of Minas Gerais; Barbara Comber, University of South Australia; Catherine Compton-Lilly, University of South Carolina; Jen Scott Curwood, University of Sydney; Todd DeStigter, University of Illinois at Chicago; Ezekiel Dixon-Román, University of Pennsylvania; Elizabeth Dutro, University of Colorado Boulder; Anne Haas Dyson, University of Illinois at Urbana-Champaign; Patricia Edwards, Michigan State University; Norbert Elliot, New Jersey Institute of Technology; Patricia Enciso, The Ohio State University; María Fránquiz, University of Utah; Sarah Freedman, University of California, Berkeley; Danling Fu, University of Florida; Vivian Gadsden, University of Pennsylvania; Antero Garcia, Stanford University; Celia Genishi, Teachers College, Columbia University; María Paula Ghiso, Teachers College, Columbia University; Amanda Godley, University of Pittsburgh; Christian Z. Goering, University of Arkansas; Steve Graham, Arizona State University; Pam Grossman, University of Pennsylvania; Lee Gunderson, University of British Columbia; Kris Gutiérrez, University of California, Berkeley; Leigh Hall, University of Wyoming; Violet Harris, University of Illinois at Urbana-Champaign; Marc Lamont Hill, Temple University; Michelle Honeyford, University of Manitoba; Glynda Hull, University of California, Berkeley; Hilary Janks, University of the Witwatersrand; Stephanie Jones, University of Georgia; Mary Juzwik, Michigan State University; Eva Lam, Northwestern University; Jayne Lammers, University of Rochester; Kevin Leander, Vanderbilt University; Rebecca Lorimer Leonard, University of Massachusetts Amherst; Cynthia Lewis, University of Minnesota; Guofang Li, University of British Columbia; Alecia Magnifico, University of New Hampshire; Danny Martinez, University of California, Davis; Jonda McNair, Clemson University; Carmen Medina, Indiana University Bloomington; Nicole Mirra, Rutgers University; Ernest Morrell, University of Notre Dame; Gholnescar Muhammad, Georgia State University; Marjorie Faulstich Orellana, University of California, Los Angeles; Leigh Patel, University of Pittsburgh; Mariana Pacheco, University of Wisconsin-Madison; Faridah Pawan, Indiana University Bloomington; Mya Poe, Northeastern University; Stephanie Power-Carter, Indiana University Bloomington; Paul Prior, University of Illinois at Urbana-Champaign; Kevin Roozen, University of Central Florida; Enid Rosario-Ramos, University of Michigan; Jennifer Rowsell, Brock University; Yolanda Sealey-Ruiz, Teachers College, Columbia University; Rob Simon, University of Toronto; Allison Skerrett, University of Texas at Austin; Peter Smagorinsky, University of Georgia; Michael Smith, Temple University; Mariana Souto-Manning, Teachers College, Columbia University; Tamara Spencer, Saint Mary's College of California; Christine Tardy, University of Arizona; Amanda Haertling Thein, University of Iowa; Guadalupe Valdés, Stanford University; Vivian Vasquez, American University; Kate Vieira, University of Wisconsin-Madison; Anne Whitney, Penn State University; Shelbie Witte, Oklahoma State University; Karen Wohlwend, Indiana University Bloomington; Rebecca Woodard, University of Illinois at Chicago

Annual Annotated Bibliographies

For many years now, RTE has been publishing an Annotated Bibliography of Research in the Teaching of English. Most recently, these bibliographies have been published annually, and they have grown larger every year. Because of their length, the bibliographies are no longer published in their entirety in the print version of the journal; the complete version is to be found only online. They are open and available to all scholars, not just RTE subscribers.
February 2020 Bibliography February 2019 Bibliography

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Research in the Teaching of English - NCTE

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Editorial Staff Editors Gerald Campano, Amy Stornaiuolo, and Ebony Elizabeth Thomas University of Pennsylvania Editorial Assistants Bethany Monea Christopher R. Rogers Ankhi Thakurta Production Editor Cynthia Gomez RTE Editorial Advisory Board H. Samy Alim, University of California, Los Angeles; Steven Alvarez, St.