JoLLE November Newsletter
SSO, Take 2, and Spring 2018 Call for Manuscripts
White supremacy? Yeah, it’s real: Breathing in/justice-oriented teacher education By Hilary E. Hughes, The University of Georgia
The story presented below is about white supremacy and teacher education and social justice and paradox and vulnerability and joy and hope and possibility. Just like those categories listed, then, it is indeed a story that is messy and complex and fraught with contradictions. There are no solutions to this story, no “aha” moments that turned my pedagogy on its head to then lead me to the promise land of preparing future educators. Instead, this is a sense-making story, a (perhaps under) theorized grapple of sorts, presented through multiple genres: dictionary entries, emails, journal entries, streams of consciousness, pictures, poems, and endnotes, all helping me illustrate the incredible complexities and contradictions of being a (white woman) teacher educator oriented toward equity and justice who works alongside mostly white preservice education students. I use multigenre writing in this piece because it offers me ways of seeing that others do not (Romano, 1995). It takes me places traditional academic writing cannot, allowing me more access to create a story in the way stories are lived—fragmented, paradoxical, and with plenty of interruptions (Hughes, 2011). Each genre in this piece, then, represents snapshots of those fragmented and paradoxical moments, both inside teacher education and just outside of it.
To read the remainder of this month's SSO article, please click here.
Introduction by Stacia Long, Children’s and Young Adult Literature Editor
I read Patrick Shannon’s Broken Promises: Reading Instruction in Twentieth-Century America (1988) in my first semester as a master’s student, and it was a book that I returned to often. Broken Promises offered up a model of how to be deeply and powerfully critical of problems in education, while also offering up a vision of resistance and change that feels possible. Reading through the JoLLE archives, I was excited for the opportunity to read Shannon’s 2005 article “Wondering about NCLB.”
In his article, Shannon unpacked what the No Child Left Behind Act (NCLB) meant from the context of his son’s high achieving school district, and then moved to critique the way the reform act would heavily affect instruction throughout the country. In addition to addressing key concerns about this policy, Shannon also examined the beliefs, values, and goals that went into its creation. Shannon ended the article by proposing the idea that NCLB was not the problem, but “rather it is the political ideologies being realized through the law that is the threat. It is neoliberal and conservative conceptions of the world and our places in it that must be defeated” (p. 30).
NCLB has been replaced by the Every Student Succeeds Act (ESSA), which is in full effect for the 2017-2018 school year. Shannon has written an update to his article from 2005 for this, which reflects on what has happened in his own life, the country, and education since the publication of his article in 2005. The article ends with a call to action that I hope you find meaningful as you work towards more socially just education policies.
To read this month's Take 2 article, click here.
Spring 2018 Call for Manuscripts
We invite you to submit a manuscript to The Journal of Language and Literacy Education’s (JoLLE) themed Spring 2018 issue. The theme of this year’s issue follows our annual conference theme: Reframing Pedagogical Practices and Language and Literacy Research: Teaching to the Future (more information below). Manuscripts are due by February 13, 2018 by 11:59 p.m. EST. Please refer to the JoLLE guidelines for submission, found here.
In her presidential address at the annual American Education Research Association conference, Dr. Vivian Gadsden encouraged educators and researchers to reframe pedagogical practices, seek places of optimism, and find interdisciplinary synergy to strengthen educational ideals. This invitation echoes various scholars who understand the necessity to reimagine and redefine how we research, how we teach, and how we acknowledge and sustain differences in language and literacy. For this year’s conference and themed journal edition, we aim to heed Gadsden’s call by expanding, reimagining, and reshaping the boundaries that may constrain progress. We invite scholars to generate new ideas aimed to push research to new conceptual, empirical, and philosophical heights. We invite innovators and originators to think about ways to create inventive symbiosis. We invite traditionalists and those who enjoy the classics to reinvent current practices and find the inherent synergy that can create renewed vigor for classic approaches. We invite people from all facets of education to think about the ways we can join together to propel ideas about language and literacy into the future.
If you have a manuscript that you think would be a great fit for our spring issue, please email jolle.submissions@gmail.com. For more information, please consult our submission guidelines.
JoLLE 2018 Winter Conference
For more information about our upcoming conference, please click here. If you have any questions, please direct them to jolle.conference@gmail.com
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