Socially annotated articles used in previous syllabi:
NWP and Marginal Syllabus
Texts used, alphabetical by author
Allen, D. (2014). Our declaration: A reading of the Declaration of Independence in defense of equality. WW Norton & Company. Chapter 2: Night Teaching
Baker-Bell, A., Stanbrough, R. J., & Everett, S. (2017). The Stories They Tell: Mainstream Media, Pedagogies of Healing, and Critical Media Literacy. English Education, 49(2), 130.
Boyd and Miller (2020), “Let’s Give Them Something to Talk (And Act!) About: Privilege, Racism, and Oppression in the Middle School Classroom,” Voices From the Middle, 27(3), 15-8.
Brownwyn LaMay, Personal Narrative, Revised: Writing Love and Agency in the High School Classroom. New York: Teachers College press. Chapter 5: Revising Narrative Truth
Christensen, L. (2017). Critical Literacy and Our Students' Lives. Voices from the Middle, 24(3), 16.
Corbitt (2019), Revising Resistance: A Step Toward Student-Centered Activism. Voices from the Middle, 27(2), 28.
Everett (2018), ‘Untold Stories:’ Cultivating Consequential Writing with a Black Male Student Through a Critical Approach to Metaphor, Research in the Teaching of English, 53(1), 34-57.
Garcia, A., & Dutro, E. (2018). Electing to Heal: Trauma, Healing, and Politics in Classrooms. English Education, 50(4), 375-383.
Haddix, M. M. (2018). What’s Radical about Youth Writing?: Seeing and Honoring Youth Writers and Their Literacies. Voices from the Middle, 25(3), 8-12.
Hodgin, E. (2016). Educating Youth for Online Civic and Political Dialogue: A Conceptual Framework for the Digital Age. Journal of Digital and Media Literacy, 4(1-2).
Kahne, J., & Bowyer, B. (2017). Educating for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation. American Educational Research Journal, 54(1), 3-34.
Kinloch, V., Burkhard, T., & Penn, C. (2017). When School is Not Enough: Understanding the Lives and Literacies of Black Youth. Research in the Teaching of English, 52(1), 34.
Mirra, N., & Garcia, A. (2017). Civic Participation Reimagined: Youth Interrogation and Innovation in the Multimodal Public Sphere. Review of Research in Education, 41(1), 136-158.
Pedraza, E., & Rodríguez, R. J. (2018). “We Are Not Dirt”: Freirean Counternarratives and Rhetorical Literacies for Student Voice in Schooling. English Journal, 107(6), 75-81.
Reese, D. (2018). Critical Indigenous Literacies: Selecting and Using Children’s Books about Indigenous People. Language Arts, 95(6), 389-393.
Sarigianides (2019), Performative Youth: The Literacy Possibilities of De-essentializing Adolescence. English Education, 51(4), 376-403.
Skerrett, A., Warrington, A., & Williamson, T. (2018). Generative Principles for Professional Learning for Equity-Oriented Urban English Teachers. English Education, 50(2), 116-146.
Tanner (2019), Whiteness is a White Problem: Whiteness in English Education, English Education, 51(2), 182-199.
Vaughan, A., Woodard, R., Phillips, N. C., & Taylor, K. (2018). Cultivating Urban Literacies on Chicago’s South Side through a Pedagogy of Spatial Justice. Voices from the Middle, 25(3), 26-29.
Watson and Beymer (2019), Praisesongs of Place: Youth Envisioning Space and Place in a Literacy and Songwriting Initiative, Research in the Teaching of English, 53(4), 297-319.
Worlds and Miller (2019), Miles Morales: Spider Man and Reimagining the Canon for Racial Justice. English Journal, 108(4), 43-50.
Young, J. L., Foster, M. D., & Hines, D. E. (2018). Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance. English Journal.
Zemelman, S. (2016). From inquiry to action: Civic engagement with project-based learning in all content areas. Heinemann. Introduction.
Marginal Syllabus Recaps
These resources were created by Joe Dillon of the Denver Writing Project to feature Marginal Syllabus author discussions and annotations while highlighting ways educators might use these texts:
Why Annotate? An shareable infographic created by Michelle King of the Western Pennsylvania Writing Project