Overview

How does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs. This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.

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Lisa M. Barker, Ph.D. (2012), Stanford University, is Executive Director of PLACE: Professional Learning and Community Education at the University of Wisconsin–Madison School of Education and Affiliate Faculty in UW–Madison’s Department of Curriculum and Instruction. David A. Gorlewski, Ed.D. (2000), University at Buffalo, State University of New York, is a consultant at that university, providing guidance and assistance in the implementation of the university’s Urban Teacher Residency Program. Julie Gorlewski, Ph.D. (2008), University at Buffalo, State University of New York, is professor and senior associate dean for academic affairs and teacher education at that university. Her research focuses on teacher education, critical dispositions, and school reform. Chernice M. Miller, Ph.D. (2022), University at Buffalo, State University of New York, is a lecturer at Princeton University and St. Bonaventure University’s Oxford program at Trinity College. She examines socio-educational connections between the literary and digital worlds.

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