Overview

This book presents the story of the Critical English Educator Collaborative (CEEC)—a teacher‑guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers’ understandings of critical pedagogy—in order to demonstrate and foster critical pedagogy among ELA teachers. Over the course of one academic year, three ELA teacher educators at a large public university in the southeastern US guided a cohort of novice ELA teachers in monthly virtual conversations relative to the challenges facing public school teachers today. Prior to these monthly meetings, participants engaged with a text (book chapter, journal article, and podcast) related to the teaching of English in middle and secondary schools post‑Covid. Throughout the year, participants challenged and supported one another on social, political, and curricular issues. This book invites readers into the context for CEEC and shares the experiences of ELA teachers engaging in critical pedagogy, while offering pathways for those interested in developing this kind of collaborative community. Because CEEC operates in a liminal space, it is a transformational place where participants can be vulnerable and feel safe to share their concerns, experiences, and successes without fear of retribution from school administrators, parents, or faculty. Thus, CEEC functions as a powerful space for prospective and practicing teachers to learn from and with one another and offers insight into how this unique collaborative relationship fosters collective growth. This book gives prospective teachers, practicing teachers, and teacher educators in English language arts education the tools to engage in the process of becoming critical educators.

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9781041151814

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Author Information

Meghan E. Barnes is an Associate Professor of English Education at The University of North Carolina at Charlotte. She is the Director of Graduate Studies in the Department of English, the English Pedagogy Concentration Coordinator, and the Co‑Coordinator for the Literacy concentration of the PhD in Curriculum and Instruction. Lucy Arnold is an Assistant Professor of Education at Wingate University. She serves as the Co‑Director of the Bulldog Educator Exchange and Program Director of English and Education. Heather Coffey is a Professor of English Language Education in the Department of Middle, Secondary and K‑12 Education at The University of North Carolina at Charlotte, and she serves as the Director of the UNC Charlotte Writing Project.

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