A former high school English teacher and literacy coach, I conceptualize teachers as powerful change agents capable of using their literacy classrooms as transformative spaces in which to disrupt inequities. Broadly, my research investigates the possibilities for cultivating literacy teachers’ culturally responsive literacy practices; more specifically, I am interested in:
- tensions and synergies between canonical curricula and equity-oriented pedagogies;
- subversive literacy practices;
- and promoting and sustaining critical teacher reflection processes.
My recently published article in the Journal of Adolescent and Adult Literacy, "A Counterstory of One’s Own: Using Counterstorytelling to Engage Students With the British Canon,” provides insight into my work. Other recent and forthcoming publications come from Journal of Teacher Education, The Urban Review, Journal of Language and Literacy Education, Contemporary Issues in Technology and Teacher Education (English), The ALAN Review, and Southern Journal of Linguistics.
My current projects investigate the benefits of pedagogizing the history and present status of canonical curricula in order to provide secondary students with a disciplinary-specific framework from which to recognize and critique curricular silencing and privileging; nuance the notion of secondary teachers’ “preparedness” to deliver literacy rich instruction; query how teachers utilize literacy practices to foster conversations around social movements like #BlackLivesMatter; distill the relationship between teachers’ handle on Pedagogical Content Knowledge and their social justice positionalities; and examine reflective discourse in teacher education standards and assessments. In addition to my teaching and research, I also serve as the Co-Director of the School of Education’s Literacy Coaching Program.
Ph.D., Culture, Curriculum & Change, University of North Carolina, Chapel Hill, 2016
M.Ed., New Literacies and Global Learning, NC State University, 2011
B.A., English, Teacher Education, NC State University, 2008
EL PS 620 Social Justice Theory, Research, and Praxis (Fall 2017)
CI 557X Leadership in Disciplinary Literacy (Fall 2017)
CI 555 Literacy, Leadership, and Advocacy (Summer 2017)
CI 565 Literacy: Connecting Research, Policy, & Practice (Spring 2018)
CI 395/595 Teaching Reading in Middle and Secondary Schools (Fall 2016)
CI 554 Reading and Responding to Children’s Literature (Fall 2016)