In this CoLab, author Ebony Elizabeth Thomas is joined by colleagues Christina Cantrill, Joe Dillon, and Remi Kalir to discuss her article “‘We Always Talk About Race’: Navigating Race Talk Dilemmas in the Teaching of Literature” which was published in Research in the Teaching of English in May 2015.
In this CoLab, author Latrise P. Johnson is joined by colleagues Joe Dillon, Remi Kalir, and Hillary Walker to discuss her award-winning article “Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students” co-written with Hannah Sullivan and published in Research in the Teaching of English in May 2020.
This NWP Radio CoLab features the authors of our March reading for LEARN: Marginal Syllabus. Jennifer Turner and Autumn Griffin, two Black woman literacy scholars, discuss their article and their work learning alongside two adolescents, Tamika and Malia, over a six-year period.
Marginal Syllabus is one way that NWP sites can bring fresh literature selections into their Summer Institutes while supporting new teacher-leaders to see themselves as part of larger conversations across writing project sites and the profession at large. Marginal Syllabus brings together new reading selections, social annotation of those selections with writing project colleagues, and Read More
What is possible when youth are asked to engage in the discourse about what is meant by “adolescence”? Our May reading for Marginal Syllabus describes what happens when educators and youth partner together to explore historically situated views of adolescence.
Learn about one teacher’s pedagogical approach to literacy, writing, and metaphor that can help others foster consequential writing with students.
Our February reading for Marginal Syllabus explores the multiliteracies among youth of color who constructed tributes to the city of Detroit and envisioned strengths in their communities.
Our January reading for LEARN Marginal Syllabus recounts how Alex Corbitt, the author and former middle school educator, employed “radically student-centered” pedagogy as part of a teen activism course.
FROM THE BLOG: Author Samuel Jaye Tanner joins NWP Radio to talk about his article, “Whiteness is a White Problem: Whiteness in English Education.”