The #DisruptTexts team is honored to announce a new column for English Journal, the official journal for secondary educators published by the National Council of Teachers of English (NCTE).
As teachers, we can push for restorative practices that repair the historic harm inflicted on students who endure school systems that perpetuate racial inequities by challenging the traditional, White-centered canon to create a more inclusive, representative, and equitable language arts curriculum.
Educators must practice four principles for language arts equity: (1) interrogating our biases to understand how they inform our teaching practices; (2) centering the authentic voices and lived experiences of people of color; (3) applying a critical literacy lens to our teaching practices that is anti-racist, anti-colonial, and anti-bias; and (4) working in community with other educators, particularly Black, Indigenous, and educators of color.
This column is dedicated to supporting teachers who are committed to engaging themselves and their students in critical work that disrupts policies and curricula. The time for action and for dismantling and rebuilding our instructional practices toward justice is now. How have you engaged in any of the #DisruptTexts principles? What impact has your work had on students? What challenges have you faced, and how did you address these challenges?
We invite classroom practitioners to share best practices and sample work that can highlight how we might disrupt and reimagine our text selections and instructional practices to better serve all students.
Inquiries and submissions should be directed to DisruptTexts@gmail.com.
|Volume 110 / Issue Number||Deadline to #DisruptTexts Column Editors|
|September 2020||February 15, 2020|
|November 2020||April 1, 2020|
|January 2021||June 1, 2020|
|March 2021||August 1, 2020|
|May 2021||October 1, 2020|
|July 2021||December 1, 2020|