Faculty and Staff Directory » Jeanne Dyches

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jdyches

Jeanne Dyches


Title: Assistant Professor
Department: School of Education

Office: 1720b Lagomarcino 901 Stange Rd., Ames, IA 50011
Phone number: +1 515 294 9764
Email: jdyches@iastate.edu

View resume/vita

Research interests

  • secondary literacies
  • social justice
  • curriculum
  • critical disciplinary literacies 
  • qualitative methodologies 

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 recent and forthcoming publications come from Harvard Educational Review, Journal of Literacy Research, Journal of Teacher Education, Urban Review, Changing English, and High School Journal. 

My current projects investigate the role of intent in nuancing teachers' culturally responsive teaching characteristics; explore how models of critical disciplinary literacy can help students analyze genderized discourses in Supreme Court-issued legal decisions; and examine students' experiences reading canonical literature through critical race theory lenses. Projects with ISU graduate students involve a critical content analysis of nationally-implemented reading interventions and investigations into the ways in which intertextual multimodal readings help students access and navigate "race talk." I teach undergraduate and graduate courses related to literacy and social justice and supervise master's and doctoral students from a range of professional backgrounds and trajectories. I am the faculty designer and supervisor of the Disciplinary Literacy in Rome study abroad program. In addition to my teaching and research commitments, I also serve as the faculty advisor of the Future Teachers Education Association, the faculty co-advisor of the Journal of Critical Thought and Praxis, and direct ISU's Literacy Coaching Program.

Education

Ph.D., 2016, University of North Carolina, Chapel Hill, Culture, Curriculum & Change (Education)

M.Ed., 2011, NC State University, New Literacies and Global Learning (English Education)

B.A., 2008, NC State University, English, Teacher Education

Courses Taught

EL PS 620 Social Justice Theory, Research, and Praxis (Fall 2017/18; Spring 2019)

CI 395/595 Teaching Disciplinary Literacy (Fall 2016/18)

CI 475/575X Disciplinary Literacy in Rome (Summer 2018)

CI 557X Leadership in Disciplinary Literacy (Fall 2017)

CI 555 Literacy, Leadership, and Advocacy (Summer 2017/18)

CI 565 Literacy: Connecting Research, Policy, & Practice (Spring 2017/18/19)

CI 554 Reading and Responding to Children’s Literature (Fall 2016)

Recent and Forthcoming Publications

Dyches, J., Sams, B., & Boyd, A. (Eds.). (in press). Acts of Resistance: Subversive Teaching in the English Language Arts Classroom. Myers Press. 

Dyches, J. (2018). Critical Canon Pedagogy: Applying disciplinary inquiry to cultivate canonical critical consciousness. Harvard Educational Review, 88(4), 538-564.

Dyches, J. Shattering literary windows and mirrors: Creating prismatic canonical experiences for (and with) British literature students. In Macaluso, M. & Macaluso, K. (Eds.) Teaching the Canon in 21st Century Classrooms: Challenging Genres (pp. 35-49). Brill Sense Publishers: Leiden, Netherlands.

Dyches, J. (2018). Investigating curricular injustices to uncover the injustices of curricula: Curriculum evaluation as critical disciplinary literacy practice. High School Journal (101)4, 236-250.

Dyches, J., & Sams, B. (2018). Reconciling competing missions of English education for socially just futures: A story of pedagogical realism. Changing English (25)4, 370-383.

Dyches, J. (2018). Particularizing the tensions between canonical and bodily discourses. Journal of Literacy Research, 50(20), 239-261.

Dyches, J., & Boyd, A. (2017). Foregrounding equity in teacher education: Toward a model of Social Justice Pedagogical and Content Knowledge (SJPACK). Journal of Teacher Education, 68(5), 476-490.

Dyches, J. (2017). Shaking off Shakespeare: A White teacher, urban students, and the mediating powers of a canonical counter-curriculum. Urban Review, 49(2), 300-325

Recent and Forthcoming National/International Conference Presentations

Dyches. J. & Gunderson, M. P. (August, 2019). A Critical Disciplinary Literacy Approach to Analyzing Legal Decisions in a Social Studies Classroom. Paper accepted to the CPH 2019 Conference on Literacy (18th Nordic Literacy Conference & 21st European Conference on Literacy). Copenhagen, Denmark.

Dyches, J., Boyd, A. (November, 2018). Differentiating Agentive Literacy Teacher Education: Cultivating Critical Reflection Skills to Expand Culturally Responsive Literacy Practices. Paper presented at the 68th annual meeting of the Literacy Research Association. Indian Wells, CA.   

Stringfield, S.R. & Dyches, J. (November, 2018). Investigating How Intertextual Transactions Disrupt Systems of Oppression. Paper presented at the 68th annual meeting of the Literacy Research Association. Indian Wells, CA.   

Dyches, J. (April, 2018). Disrupting Canonical Instruction: Resisting Whiteness through Critical Canon Pedagogy. Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.

Boyd, A. & Dyches, J. (November, 2018). Complicating Pedagogical Content Knowledge and Equity: Case Studies of Social Justice Pedagogical and Content Knowledge (SJPACK). Paper presented at the annual meeting of the American Educational Studies Association. Greenville, SC.

Dyches, J. & Boyd, A. (April, 2018). Imagining New Possibilities for Teacher Preparation: An Empirical Examination of Social Justice Pedagogical and Content Knowledge (SJPACK). Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.

Dyches, J., & Sams, B. (April, 2018). Transformative Curricula, Progressive Pedagogy: Teaching Canonical and Young Adult Literature for a Socially Just Future. Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.

Sams, B., & Dyches, J. (April, 2018). (Un)Faking It:  Supporting Critical Reflection in Pre-Service Teacher Education through Reflective Writing Practice. Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.