July 10-July 21, 2023
The virtual program of study for this institute will be composed of synchronous and asynchronous activities. To allow for full participation across different time zones, most whole-group activities will take place in two 2-hour sessions, from 11:30-1:30 and 2:15- 4:15 EDT. Small group work and 1:1 consultations will be scheduled before or after, based on participants’ preferred meeting times.
The primary research project will be a revision of curricular unit that combines learning objectives as defined by the participant’s state standards and is informed by others adapted from literature-instruction’s past, especially its currently-marginalized concern with citizenship.
In preparation for the seminar, participants will read Louise Rosenblatt’s Literature as Exploration (5th edition, 1995), Jonathan Zimmerman’s Whose America?: culture wars in the public schools (2003) and Maryanne Wolf’s Reader, Come Home: The Reading Brain in a Digital World (2018).
Links to articles and book chapters are in the preliminary schedule below.
Monday, July 10 (all times are Eastern)
|11:30-1:30||Introduction: Learning Objectives and Outcomes|
|2:15-4:15||The Two Traditions|
• Applebee, Arthur N. Tradition and Reform in the Teaching of English: A History (1974). “Chapter 6. Narrowed Goals.”
• Dewey, John. Experience and Education. (1938) – Selections
• Brooks, Cleanth, and Robert Penn Warren. Understanding Poetry : An Anthology for College Students. (1938) “Letter to the Teacher”
• Handout: “What is Progressivism“?
Tuesday, July 11
|11:30-1:30||Dr. Jonathan Zimmerman|
Zimmerman, Whose America?: Culture Wars in the Public Schools. (2002).
Louise Rosenblatt’s Literature as Exploration (1938).
|Before /After||Small Group Workshops on Final Projects|
Beginning work on final projects in five groups, each with a faculty leader, in 1.5 hour morning or afternoon sessions depending on time zone.
Wednesday, July 12
|11:30-1:30||Dr. Philis Barragán Goetz on escuelitas and community schooling in the southwest|
Barragán Goetz, Reading, Writing, and Revolution: Escuelitas and the Emergence of a Mexican American Identity in Texas (2020). “Chapter 3. Revolutionary and Refined: Feminism, Early Childhood Education, and the Mexican Consulate in Laredo, Texas, 1910-1920.”
|2:15-4:15||Reviving Rosenblatt |
Rosenblatt, Literature as Exploration
Miller, “Literature in the Revitalized Curriculum” (1967)
Squire, “Toward a Response-Oriented Curriculum in Literature (1971)
|5:30-7:00||Public Lecture: Dr. Jonathan Zimmerman|
“You Can’t Say That”: Censoring Teachers from Horace Mann to Critical Race Theory (Register)
Thursday, July 13
|11:30-1:30||Dr. Julia Mickenberg on Cold War politics, literary culture and English education|
Mickenberg, Learning from the Left: Children’s Literature, the Cold War, and Radical Politics in the United States (2005) “Chapter 4 ‘Pink-Tinged Pages’? McCarthyism and Children’s Literature.”
|2:15-4:15||Dr. Leila Christenbury on the NCTE and the history of literature instruction|
Christenbury, “NCTE and the Shaping of American Literacy Education.” (2010)
Applebee, Arthur N., et al. “NCTE and the Teaching of Literature.” (2010)
Friday, July 14
|11:30-1:30||Small Group Workshops on Final Projects|
|2:15-4:15||Newman and Perrillo present history of education scholarship on F. Scott Fitzgerald’s The Great Gatsby and Langston Hughes. |
Newman, Andrew. “High School and the Great Gatsby Curve.” (2021)
Perrillo, Jonna. “Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership.” (2019)
Monday, July 17
|11:30-1:30||Dr. Sara Schwebel on the history of historical fiction in the classroom.|
Schwebel, Child-Sized History: Fictions of the Past in U.S. Classrooms . (2011) – Selections
• TKAMB Comparison Chart
|2:15-4:15||Small Group Workshops on Final Projects|
Tuesday, July 18
|11:30-1:30||Dr. Lauren Leigh Kelly on hip hop literature in the ELA classroom|
Kelly, “‘It’s What We’re About’: Youth Epistemologies in the Design of Social and Educational Futures.” (2023)
Kelly, “Hip-Hop Literature: The Politics, Poetics, and Power of Hip-Hop in the English Classroom.” (2013).
|2:15-4:15||Reading for Cognitive and Social Development|
Khalid, A. (2021, January 12). Poverty of the Imagination. Medium. (PDF version)
Wolf, Maryanne, Reader Come Home (2018)
• The #DisruptTexts Collective. “In Dialogue #DisruptTexts: An Empowerment-Centered Pedagogy.” Research in the Teaching of English, vol. 55, no. 1, pp. 82–84.
Wednesday, July 19
|11:30-1:30||Dr. Sarah Levine on Standards and Testing|
Levine, “A Century of Change in High School English Assessments: A An Analysis of 110 New York State Regents Exams, 1900–2018″ (2019)
Primary sources – historical regents examinations (1918, 1944, 1972, selected prompts)
|2:15-4:15||Historicizing the Common Core|
Coleman, David, and Susan Pimentel. 2012. “Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12.”
Carillo, “Navigating This Perfect Storm: Teaching Critical Reading in the Face of the Common Core State Standards, Fake News, and Google” (2019)
Reading on AI (TBD)
|5:30-7||Public Lecture by Dr. Lauren Leigh Kelly|
“Monsters in Society: Developing Critical Sociohistorical Literacies in English Language Arts” (Register)
Thursday, July 20
|11:30-1:30||Literature Instruction: A Manifesto|
Summative, collaborative writing activity
|2:15-4:15||Small group work on final projects|
|5:30-7||PD Workshop with Dr. Deirdre Faughey|
Faughey, Deirdre. “‘I Got This!’ Visual Methods as a Restorative Practice.” English Journal, High school edition, vol. 110, no. 2, 2020, pp. 77–84. (optional)
Friday, July 21
|11:30-1:30||Participants’ project presentations|
|2:15-4:15||Reflections, Evaluations, Next Steps|