In honor of International Women鈥檚 Day and Women鈥檚 History Month, we鈥檙e sharing books and resources from听听written by some incredible women and teams led by women.
, edited by Mollie V. Blackburn, is grounded in 楼凤天堂鈥檚 position statements 鈥淭he Students鈥� Right to Read鈥� and 鈥溌シ锾焯� Beliefs about the Students鈥� Right to Write.鈥� This book focuses on high school English language arts classes, drawing from the work of seven teachers from across the country to illustrate how advocating for students鈥� rights to read and write can be revolutionary work. It is part of the .
In , Anna Plemons argues that, when viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and of being that work against the decolonial intentions of the field. This title is in the .
听is the听third book in the Continuing the Journey series, aimed at veteran teachers yet accessible to highly capable early career teachers,听Ken Lindblom and Leila Christenbury explore teaching English language, speaking, and listening.
In ,听Kevin Long and Mary T. Christel听offer active drama approaches that position students to engage with a rich text through low-risk speaking and improvisation activities as a part of any ELA classroom.
Editors Letizia Guglielmo and Sergio C. Figueiredo and their contributors share the experiences of first-generation immigrant scholars in rhetoric, composition, and communication and how those experiences shape individual academic identity and, in turn, the teaching of writing and rhetoric in听.
In 听editors听Katherine J. Macro and Michelle Zoss explore drama, music, poetry, public art, and visual art in detail by experts in their fields sharing proven methods of instruction with secondary students and teachers.
听challenges the deficit perspective that is often applied to their experiences of language learning. Author Maneka Deanna Brooks counters incorrect characterizations of long-term English learners (LTELs) and sheds light on students鈥� strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. This title is in the .
Pick up one of these听听today!