Consistent with National Council of Teachers of English's (NCTE's) commitment to establishing and maintaining equitable school practices, this resolution builds on the 2010 NCTE Resolution on Social Justice in Literacy Education--in particular, the efforts to support teaching about "social injustice and discrimination in all its forms." NCTE urge…

What does committee work entail? The author outlines the effort and the satisfactions. This essay is a sound byte of what needs to be said about the professional benefits one can experience when becoming a full-fledged, participating NCTE member through committee or task force work.

Entering into a century of conversations from "English Journal," the authors read, and reread, the words of many mentors, colleagues, and friends, discovering some voices they did not know and rediscovering many voices they did. In surveying "English Journal", the authors highlight voices from the past, of the present, and for the future to offer…

As the National Council of Teachers of English (NCTE) marks its first century of existence, the Council and its members are rightfully looking back across the years in appreciation of what its members, and its collective members over time, have accomplished. In this article, the author shares his reflections on the role of NCTE in his life. The…

English in schools is a productive curriculum space for young people to learn about sexuality, to develop a sense of their identity as sexual beings, and to understand the importance of equality and social justice. Drawing on John Dixon's theory of "personal growth," the author (a British educator) explains how teachers' attitudes about learning…

Ideally, one's talk segues into ways the precision of crafted phrases or stylized sentences amplifies messages, sharpens concerns, or frames praise. People pursue how words and their selective combinations illuminate and illustrate, persuade and perplex. For many, this intricate puzzle with language is a frolic, simple wordplay. In this article,…

Colleges and universities need English education professors who know what it is to teach five classes a day, accommodate IEPs, and still take on extracurricular activities. They need English education professors who not only present at NCTE Annual Conventions, but who also want to be in schools talking to teachers on a regular basis. They need…

In this article, the author argues for the necessity of civic literacy and responsibility, of educating students for citizenship. He urges educators to consider the visionary thoughts of James Moffett and others on spiritualizing teaching and learning--in particular, the idea of "serving ourselves through serving our communities and redefining…

Notes that the issue of leadership and management has become a hot topic for school principals and administrators with books, magazines, and articles urging participatory corporate management techniques. Suggests newer management styles developed in the private sector offer some valuable approaches. (NH)

Defines the goals of social constructivism as providing a democratic and critical learning experience for students through the building of knowledge about self, school, everyday experience, and society. Reviews specific implications and practical applications of the philosophy. (TB)

Discusses the activities and accomplishments of a high school English teacher during a year's sabbatical leave. (RBW)

Luis J. Rodriguez believes that the spirit of learning is not nurtured or encouraged in schools because the spirit of teaching is absent. Learning is not just about books but it happens in all kind of ways that should be nurtured with spirit.

Describes how the lessons from academic and higher education have taught that women need to work closely with schools to incorporate women's studies into the curriculum. (CRH)

Discusses several contradictory misconceptions exacerbating the problems of American education and discouraging original thought by students. (DD)

Responds to Ken Donelson's "Professionalism: English Teachers' Rights and Responsibilities" (EJ v77 n4). Argues that English teachers are professionals regardless of public perception, but they lack a perception of themselves as professionals. Concludes that teachers don't need more lists of requirements, but more respect for diversity…