THE Arizona English teachers journal
Calls for manuscripts
Fall 2022: Pedagogy of Hope
Hope is an integral thread in the fabric of education. bell hooks opens Teaching Community: Pedagogy of Hope, with Paulo Freire’s astute observation that, “It is imperative that we maintain hope even when the harshness of reality may suggest the opposite.'' She further explains, “My hope emerges from those places of struggle where I witness individuals positively transforming their lives and the world around them. Educating is a vocation rooted in hopefulness. As teachers we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know.” (hooks, xiv)
In the introduction of his book Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart, Shawn Ginwright offers complementary insights: “I suspect that hope and the capacity to dream of a world beyond the present has always been at the heart of social justice movements. Hope, in and of itself, is an important form of resistance, both political and personal, and reaffirms what is possible, and worth fighting for. However, unlike the mass Civil Rights movement of the 1960s that ushered in groundbreaking legislation, today requires a new movement that is both inwardly focused on healing from the wounds inflicted from structural oppression, and outwardly focused on social change. This dual focus represents a new way of movement building by engaging a collective conversation about the power of hope and the meaning it holds for each of us.” (Ginwright, 2)
In our fall 2022 issue, we want to examine the power and pedagogy of hope. We want to hear about your experiences with trauma-informed and healing-centered education (Acosta, Ginwright, Dutro), critical love (Sealey-Ruiz), and culturally sustaining pedagogy (Paris & Alim) to transform the field as we move towards a pedagogy of hope.
What does a pedagogy of hope look like in English Language Arts classrooms? What does it look like for teachers? Tell us about timely projects and assignments, share stories of hope and social change in your classrooms and communities, reflect on your own experiences moving towards healing-centered education and sustainable teaching, and offer suggestions and insights to push our thinking ever forward.
Submission Deadline: June 30, 2022
Publication Date: September 2022
Spring 2022: General Interest
The spring issue of the Arizona English Teachers Journal asks for general interest manuscripts that offer insight on important issues for English Language Arts teachers. Through reflection, inquiry, narration, or a call for action, we hope to hear your stories and learn from your work. As a practitioner journal, AETJ articles foreground classroom experiences, provide vivid details, and offer exemplary storytelling while grounding content in current research and discussion.
Submission Deadline: January 31, 2022
Publication Date: April 2022
Fall 2021: Teacher Inquiry
“All teachers have wonderings worth pursuing. Transforming wonderings into questions is the start of teacher [inquiry]” (Shagoury Hubbard & Miller Power, 1993). What are you wondering? This is the foundation for the fall issue of the Arizona English Teachers Journal. Join us in reinventing what this publication can look like moving forward.
Teacher inquiry and reflection drives educators to refine practice and to meet the ever changing needs of students. In every student interaction, lesson, and project, teachers are instinctively engaging in reflective teaching practices. Often, we use what we find in the simplest of interactions to adjust curriculum and facilitate learning opportunities. For this issue, teachers are invited to consider the ways inquiry has shaped their classroom experiences.
When we think about teaching as a practice of inquiry, we begin to see the possibilities for improving our craft. We see the ways we, as teachers, experts, and researchers, can shape learning in our classrooms. Our editorial team sees the “acts of inquiry” that happen in our classrooms each day as valuable knowledge.
We invite you to write about your experiences in the classroom. What has worked for you this past year while teaching in a pandemic? Celebrate what you have learned about yourself as a teacher, your students, and how you will continue to move toward creating classrooms that are innovative, invigorating, and engaging for English Language Arts students.
Consider the Following Questions:
In what ways have you engaged in teacher inquiry in your classroom? What changes have you made as a result of reflective teaching and classroom inquiry? How do you elicit responses and feedback from your students?
Submission Deadline: August 10, 2021
Publication Date: September 2021
This column opens space for the discussion of how equity, justice, and inclusivity looks in our classrooms. Modeled on the NCTE English Journal’s #disrupttexts column and the work that Lorena Germán, Julia E. Torres, Dr. Kimberly N. Parker, and Tricia Ebarvia are doing to bring BIPOC+ voices to the classroom and to re-envision the literary canon, this column will make space for BIPOC+ educators to speak on the ways they are bringing inclusive voices into their classrooms.
How do we use literature and writing to amplify those voices that have historically been erased from the formal ELA curriculum?
This column spotlights essays and articles discussing the best of classroom life. It offers teachers a space to share what is working in their classrooms, lesson ideas, reflections on teaching and learning, pivotal moments, and meaningful memories.
This column is a place for beginning teachers to share their experiences as they navigate the student to teacher transition and beyond. Submissions will explore insights teachers have gained as they take on their new role in the classroom, as well as tensions that have come up personally and professionally. Open to pre-service, student teachers, and all teachers in their first five years of teaching.
O N G O I N G
F E A T U R E S
Poetry: Limit to two poems per submission.
Original artwork: High resolution (300dpi) images of artwork. Please include a short 150 word artist statement (see author’s bio).
Original photography: If students or families are pictured, please contact us for a photo release upon submission.
Submission Guidelines (in accordance with our larger organization, NCTE):
Manuscripts should be double-spaced throughout (including quotations and Works Cited page), with standard margins. Please save copies of anything you send us. We cannot return any materials.
With the exception of the Amplifying Voices Column, manuscripts for articles should be no more than 13 double-spaced, typed pages in length (1200 to 2400 words including citations). Number all pages of the manuscript.
Use in-text documentation by following the current edition of the MLA Handbook. Where applicable, a list of Works Cited and any other bibliographic information should also follow MLA style.
Provide a statement guaranteeing that the manuscript has not been published or submitted elsewhere.
Ensure that the manuscript conforms to the NCTE Statement on Gender and Language.
Email submissions to: firstname.lastname@example.org. Example below:
Subject: “(Last Name): Manuscript for Fall 2021”
The attached manuscript, ______, is about _______.
In sending the attached file, I give The Arizona English Teachers Journal my permission to publish this work. I understand that the editorial board may make minor changes to this document according to house style. I confirm that I have not published or submitted this work for publication in any other venue.
Carrie Deahl is a National Board-Certified Teacher in Phoenix, AZ where they have taught English for 22 years. Deahl also teaches Creative Writing and some of their students have placed at the regional level in the Scholastic Art and Writing Awards. Recently, Deahl had an article published in NCTE’s English Journal and has been interviewed on Phoenix’s local NPR affiliate, KJZZ for their work with NaNoWriMo (National Novel Writing Month). Deahl was the proud recipient of the NCTE’s 2018 High School Teacher of Excellence Award; the Arizona English Teachers Association English Teacher of Excellence Award, High School Level, and has been recognized by former Arizona State House of Representative Tony Navarette as a community leader and educator committed to academic excellence. Deahl currently resides in Phoenix, AZ with their dogs, Huckleberry and Syvlia and a sassy cat named Rilke.