Faculty and Staff Directory » Jeanne DychesView Directory | Update Profile
Title: Assistant Professor
Department: School of Education
Office: 1720b Lagomarcino 901 Stange Rd, Ames, IA 50011
Phone number: +1 515 294 9764
- secondary literacies
- social justice
- 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 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; 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 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.
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 2017/18)
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)
CI 554 Reading and Responding to Children’s Literature (Fall 2016)
Recent and Forthcoming Publications
Dyches, J. (In press). Critical Canon Pedagogy: Applying disciplinary inquiry to cultivate canonical critical consciousness. Harvard Educational Review.
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