English Journal, Vol. 101, No. 4, March 2012
My column at EJ is being rebooted:
Showing posts with label English Journal. Show all posts
Showing posts with label English Journal. Show all posts
Wednesday, March 7, 2012
Friday, January 6, 2012
Thursday, November 10, 2011
CALL for submissions: Speaking Truth to Power (EJ)
Speaking Truth to Power (English Journal)
Column Editor: P. L. Thomas
“If education cannot do everything, there is something fundamental that it can do. In other words, if education is not the key to social transformation, neither is it simply meant to reproduce the dominant ideology. . . .The freedom that moves us, that makes us take risks, is being subjugated to a process of standardization of formulas, models against which we are evaluated. . . .We are speaking of that invisible power of alienating domestication, which attains a degree of extraordinary efficiency in what I have been calling the bureaucratizing of the mind.” (Freire, 1998, Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, pp. 110, 111)
Twenty-first century education in the U.S. has included a bureaucratic muting of teacher professionalism, autonomy, and voice. Additional features of current reforms involve scripting the ideas and expression of students through external accountability measures, standards, and high-stakes testing.
This column seeks to explore the experiences and possibilities that arise when educators speak Truth to power. It is also intended to be an avenue for teachers to speak Truth to power through teacher narratives about the “the bureaucratizing of the mind,” about best practice in critical literacy against scripted and tested literacy, and about creating classrooms that invite students to discover, embrace, and develop their own voices and empowerment.
Submit an electronic Word file attached to your email to the column editor, P. L. Thomas, at paul.thomas@furman.edu. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.
DUE DATES
1/15/13
3/15/13
5/15/13
7/15/13
9/15/13
11/15/13
Column Editor: P. L. Thomas
“If education cannot do everything, there is something fundamental that it can do. In other words, if education is not the key to social transformation, neither is it simply meant to reproduce the dominant ideology. . . .The freedom that moves us, that makes us take risks, is being subjugated to a process of standardization of formulas, models against which we are evaluated. . . .We are speaking of that invisible power of alienating domestication, which attains a degree of extraordinary efficiency in what I have been calling the bureaucratizing of the mind.” (Freire, 1998, Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, pp. 110, 111)
Twenty-first century education in the U.S. has included a bureaucratic muting of teacher professionalism, autonomy, and voice. Additional features of current reforms involve scripting the ideas and expression of students through external accountability measures, standards, and high-stakes testing.
This column seeks to explore the experiences and possibilities that arise when educators speak Truth to power. It is also intended to be an avenue for teachers to speak Truth to power through teacher narratives about the “the bureaucratizing of the mind,” about best practice in critical literacy against scripted and tested literacy, and about creating classrooms that invite students to discover, embrace, and develop their own voices and empowerment.
Submit an electronic Word file attached to your email to the column editor, P. L. Thomas, at paul.thomas@furman.edu. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.
DUE DATES
1/15/13
3/15/13
5/15/13
7/15/13
9/15/13
11/15/13
Wednesday, October 26, 2011
English Journal Column Revised: Adventures with Text and Beyond
Adventures with Text and Beyond
Editor: P. L. Thomas
The New London Group (Cazden et al. 1996) “argue[d] that literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies.” While the real world of “text” has expanded and challenged us with a variety of media, format, and genres
beyond print text, our classrooms have remained relatively static in the texts we challenge and the explanations we offer for text, medium, and genre.
This column will explore avenues to challenging the texts we bring into the classroom and our collective assumptions about what counts as text by expanding the works we invite our students to explore and experience. Within a critical literacy context, contributors should explore and share their classroom practices that address questions such as, What constitutes text, medium, and genre? How do comics, graphic novels, film, and electronic media challenge and inform our traditional
assumptions about print?
Submit an electronic Word file attached to your email to the column editor, P. L. Thomas, at paul.thomas@furman.edu. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.
Editor: P. L. Thomas
The New London Group (Cazden et al. 1996) “argue[d] that literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies.” While the real world of “text” has expanded and challenged us with a variety of media, format, and genres
beyond print text, our classrooms have remained relatively static in the texts we challenge and the explanations we offer for text, medium, and genre.
This column will explore avenues to challenging the texts we bring into the classroom and our collective assumptions about what counts as text by expanding the works we invite our students to explore and experience. Within a critical literacy context, contributors should explore and share their classroom practices that address questions such as, What constitutes text, medium, and genre? How do comics, graphic novels, film, and electronic media challenge and inform our traditional
assumptions about print?
Submit an electronic Word file attached to your email to the column editor, P. L. Thomas, at paul.thomas@furman.edu. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.
Monday, August 29, 2011
Friday, July 15, 2011
Piece on New Criticism in English Journal, January 2012
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-----. (2012, January). "A richer, not a narrower, aesthetic"--The rise of New Criticism in English Journal. English Journal, 101 (3), TBD.
Tuesday, July 12, 2011
Piece on LaBrant in September English Journal
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-----. (2011, September). Revisiting LaBrant’s “Writing is more than structure” (English Journal, May 1957). English Journal, 101(1), 103-104.
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