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Skills and Expertise
Publications
Publications (44)
Situated within the context of increasing “adult regulatory practices” in
skateboarding, this article draws attention to and interrogates the ways normative
ideas of “youth,” “adolescence,” and “youth/adolescent development” often
interplay with such efforts. In doing so, this article offers a critique, from a
Critical Youth Studies perspective, of...
Through interviews with key stakeholders within skateboard organizations that explicitly attend to issues of diversity, access, and equity, this article explores pedagogical practices that undergird these organizations' programming for justice. More specifically, this article focuses on the interplay between the implementation of practices of exclu...
In this chapter, we share—through dialogue, story, and reflection—experiences
gained and lessons learned from our seven-year-in-the-making, ongoing
scholarly collaboration on Indigenous-centered education and research.
In particular, we share about the ways relationality, as a central organizing
principle, has shaped our professional work and, in n...
As a means to disrupt the historical and present narratives of adolescence and adolescent development, which often build upon and reify settler colonialism and white supremacy, this article calls for theoretical and methodological reconsiderations of colonial-centered developmental science, particularly regarding Native American youth. Thus situate...
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainform...
This chapter discusses the historical framing and recent proliferation of talk about risk, resilience, and noncognitive traits (e.g., grit, growth mindset, persistence) in both scholarship and popular discourse related to children and youth. Rather, though, than reproduce notions of young people as inherently risk-laden, this entry shifts from defi...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice relate...
This interview highlights and extends Dr. Barbara Rogoff’s keynote address at the 2019 annual convention. Specifically, in the interview, Dr. Rogoff discusses her framework for learning, Learning by Observing and Pitching In, as well as other aspects of learning, including notions of childhood, age-based social ordering, and conflict as an aspect o...
In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management,...
http://www.yawednesday.com/blog/representations-of-contemporary-rural-people-and-places-in-yal
This chapter invites students to explore questions of how sports get defined and how and why schools sanction certain sports and activities and not others. It is designed to open up questions, issues, and topics related to nonmainstream sports that students will continue to pursue through research projects. In this way, the lesson is intended for u...
In this framing article, the guest editors provide the theoretical framework for conceptualizing adolescence and adolescents driving this special issue of English—Journal . They also describe what they call a youth lens, an approach for reading and analyzing young adult literature that honors the idea of adolescence as a—construct.
The authors examine six years of English Journal articles (2005-10) to explore how English educators represent and discuss student resistance to critical literacy.
This article explores how secondary English preservice teachers reason about their future students and the consequences these systems of reasoning have for their thinking about pedagogy and their roles as teachers. By examining these systems of reasoning, this article helps to denaturalize normalized discourses about adolescence-discourses that oft...
This special-themed issue represents scholarship that coheres around how re-conceptualizations of adolescence reshape education
Grounded in Critical Youth Studies and English education scholarship that examines the consequences of conceptions of adolescence on English teachers thinking about pedagogy, this chapter highlights two ways English teacher educators can facilitate pre-service English teachers interrogation of dominant discourses of adolescence/ts so they might be...
Drawing from interdisciplinary scholarship that re-conceptualizes adolescence as a cultural construct, this article introduces a Youth Lens. A Youth Lens comprises an approach to textual analysis that examines howideas about adolescence and youth get formed, circulated, critiqued, andrevised. Focused specifically on its application to young adult l...
This article introduces Critical Literature Pedagogy (CLP), a pedagogical framework for applying goals of critical literacy within the context of teaching canonical literature. Critical literacies encompass skills and dispositions to understand, question, and critique ideological messages of texts; because canonical literature is often taken-for-gr...
Situated within the challenges faced by English teacher educators in the frontier state of Montana, this article argues for the need for increased attention to issues of ruralitywithin the field of English education. Conceptualizing rural education as an issue of social justice, the article suggests several approaches English teacher educators andr...
The aim of this article is to expand the dialogue about how contemporary scholarship on the intersections between youth, literacy, and popular culture might inform literacy teacher education. Specifically, this article is designed to (a) orient literacy teacher educators who may be somewhat unfamiliar with this particular line of scholarship to a f...
This article reports the findings of a study that examined how and why a group of pre‐service secondary literacy teachers conceptualized and created various curricular activities involving young adult literary texts as part of their work for a teacher education course on teaching literature. Specifically, this article examines the systems of reason...
By examining the role of conflict in learning how to “be” a skateboarder at a skate park in the United States, this article illustrates how conflicts constitute key aspects of learning and teaching within communities of practice. Specifically, this article demonstrates how the practices of “snaking” and “heckling” are used by a group of skateboarde...
Over the last two years, the work of the CEE-GS has included the establishment of the organization, participation in the CEE leadership summit in May 2005, a panel discussion about PhD student issues at last year’s NCTE conference, and the establishment of a CEE-GS executive committee. Potential future pursuits include the development of a CEE-GS s...
Elaborating three major dimensions of our profession, the authors argue the need for critically literate citizens and the urgent need for English teacher educators to prepare teachers who envision that as their key professional responsibility. The authors contextualize this task within the current political and social climate in which distortion of...
Carlin Borsheim and Robert Petrone describe a research paper unit that focuses on social action at the local level. High school sophomores begin by critically examining their school and community to develop topics of real interest to them and then create a document usable for promoting positive change.
Carlin Borsheim and Robert Petrone describe a research paper unit that focuses on social action at the local level. High school sophomores begin by critically examining their school and community to develop topics of real interest to them and then create a document usable for promoting positive change.
The authors advocate teaching high school students to investigate and transform their worlds. Robert Petrone and Robert Gibney describe two American literature units in which they helped students develop the necessary "critical habits of mind, skills, and dispositions."
The authors advocate teaching high school students to investigate and transform their worlds. Robert Petrone and Robert Gibney describe two American literature units in which they helped students develop the necessary “critical habits of mind, skills, and dispositions.”