FALL 2024: Cultivating community & Connection

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Community and connection are the cornerstones of learning, and yet, too often, discussions around learning primarily focus on content. In this issue of Arizona English Journal, we will explore the roles of community and connection in English language arts and literacy education. From book clubs and literature circles to professional learning communities, social connections are a vital aspect of learning. Both students and teachers benefit from strong community and relationships. In fact, recent research shows that “social connections, community, and strong relationships have been associated with increased life span, improved mental health, and improved physical markers" (Hyman, 2023). Despite the busyness of the school day, it is important that we find time to slow down and connect with one another.

Linda Christensen, in her book, Reading, Writing, and Rising Up, shares, “In order to create an authentic community in my classroom, I develop lessons to help students see the humanity of their classmates” (4). She writes about teaching Name Poems and Forgiveness Poems as ways to “build community out of chaos” and facilitate authentic connections between students. Creating learning environments where students can find authentic community and relationships is a critical aspect of teaching ELA. Jaleel R. Howard, Tanya Milner-McCall, and Tyrone C. Howard come to similar conclusions in their book No More Teaching Without Positive Relationships. The authors argue that relationships must be at the forefront of teaching, writing, “Although ensuring students’ academic achievement is an essential part of our job, it is not all of it. And although we are responsible for students leaving our class with transferable skills and knowledge, are we grounding those skills and academic knowledge in authentic relationships so that students see how those skills and academic knowledge facilitate a successful, fulfilled, and joyful life?” (3-4). Cultivating connections with and among our students, as well as with our colleagues, provides invaluable support for every individual in the classroom.

In what ways are community and connection complementary to the content you teach? How do you cultivate a classroom community of supportive writers, readers, and thinkers? How have professional communities sustained and supported you as a teacher? Share your stories in our next issue!

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We also welcome general interest manuscripts in every issue. We ask for general interest manuscripts that offer insight into important issues for English Language Arts teachers at all levels of instruction. Through reflection, inquiry, narration, or a call for action, we hope to hear your stories and learn from your work. As a practitioner journal, AEJ articles foreground classroom experiences, provide vivid details, and offer exemplary storytelling while grounding content in current research and discussion.

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Manuscript Submission Deadline: March 31, 2024

Column, Poetry, and Artwork Submission Deadline: July 31, 2024

Publication: September 2024

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