July 10-July 21, 2023

Academic Program

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
11:30-1:30Dr. Jonathan Zimmerman
Zimmerman, Whose America?: Culture Wars in the Public Schools. (2002).
Louise Rosenblatt’s Literature as Exploration (1938).
Before /AfterSmall 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
11:30-1:30Dr. 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.” 
2:15-4:15Reviving Rosenblatt 
Rosenblatt, Literature as Exploration
Miller, “Literature in the Revitalized Curriculum” (1967)
Squire, “Toward a Response-Oriented Curriculum in Literature (1971)
5:30-7:00Public Lecture: Dr. Jonathan Zimmerman
“You Can’t Say That”: Censoring Teachers from Horace Mann to Critical Race Theory (Register)
Thursday, July 13
11:30-1:30Dr. 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.” 
2:15-4:15Dr. 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
11:30-1:30Small Group Workshops on Final Projects
2:15-4:15Newman 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
11:30-1:30Dr. 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
2:15-4:15Small Group Workshops on Final Projects
Tuesday, July 18
11:30-1:30Dr. 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).
2:15-4:15Reading 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

  11:30-1:30Dr. 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)
2:15-4:15Historicizing 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)
5:30-7Public Lecture by Dr. Lauren Leigh Kelly
“Monsters in Society: Developing Critical Sociohistorical Literacies in English Language Arts” (Register)

Thursday, July 20

11:30-1:30Literature Instruction: A Manifesto
Summative, collaborative writing activity
2:15-4:15Small group work on final projects
5:30-7PD 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

11:30-1:30Participants’ project presentations 
2:15-4:15Reflections, Evaluations, Next Steps