Prelims
Developing Knowledge Communities through Partnerships for Literacy
ISBN: 978-1-83982-267-4, eISBN: 978-1-83982-266-7
ISSN: 1479-3687
Publication date: 20 September 2021
Citation
(2021), "Prelims", Auzenne-Curl, C.T. and Craig, C.J. (Ed.) Developing Knowledge Communities through Partnerships for Literacy (Advances in Research on Teaching, Vol. 37), Emerald Publishing Limited, Leeds, pp. i-xiii. https://doi.org/10.1108/S1479-368720210000037016
Publisher
:Emerald Publishing Limited
Copyright © 2021 by Emerald Publishing Limited
Half Title Page
Developing Knowledge Communities through Partnerships for Literacy
Series Title Page
Advances in Research on Teaching
Series Editor: Volumes 1–11: Jere Brophy
Volumes 12–29: Stefinee Pinnegar
Recent Volumes:
Volume 19: | From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community |
Volume 20: | Innovations in Science Teacher Education in the Asia Pacific |
Volume 21: | Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals |
Volume 22: | International Teacher Education: Promising Pedagogies (Part A) |
Volume 22: | International Teacher Education: Promising Pedagogies (Part B) |
Volume 23: | Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition |
Volume 24: | Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals |
Volume 25: | Exploring Pedagogies for Diverse Learners Online |
Volume 26: | Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry |
Volume 27: | Innovations in English Language Arts Teacher Education |
Volume 28: | Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter |
Volume 29: | Culturally Sustaining and Revitalizing Pedagogies |
Volume 30: | Self-study of Language and Literacy Teacher Education Practices |
Volume 31: | Decentering the Researcher in Intimate Scholarship: Critical Posthuman Methodological Perspectives in Education |
Volume 32: | Essays on Teaching Education and the Inner Drama of Teaching: Where Biography and History Meet |
Volume 33: | Landscapes, Edges, and Identity-Making |
Volume 34: | Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research |
Volume 35: | Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools |
Volume 36: | Luminous Literacies: Localized Teaching and Teacher Education |
Title Page
Advances in Research on Teaching Volume 37
Developing Knowledge Communities through Partnerships for Literacy
Edited by
Chestin T. Auzenne-Curl
Texas A&M University, USA
And
Cheryl J. Craig
Texas A&M University, USA
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2021
Copyright © 2021 by Emerald Publishing Limited
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-83982-267-4 (Print)
ISBN: 978-1-83982-266-7 (Online)
ISBN: 978-1-83982-268-1 (Epub)
ISSN: 1479-3687 (Series)
Dedication
We dedicate this book to our parents through whom our stories exist, our children through whom our stories grow richer, and to the stories ahead, ready to be told.
List of Contributors
Tina Angelo | Writers in the Schools Houston, USA |
Lobat Asadi | Texas A&M University, USA |
Chestin T. Auzenne-Curl | Texas A&M University, USA |
Daphne Carr | Humble Independent School District, USA |
Cheryl J. Craig | Texas A&M University, USA |
Michael Curl | St. Thomas University, USA |
Gayle A. Curtis | University of Houston, USA |
Tenesha Gale | Humble Independent School District, USA |
Maryann Gremillion | Independent Consultant, USA |
KaLeah Hicks | Goose Creek Consolidated Independent School District, USA |
Sarah Jerasa | University of Houston, USA |
P. Tim Martindell | University of Houston–Downtown, USA |
Abdulkader Mokhtari | Goose Creek Consolidated Independent School District and Lee College, USA |
Terri Osborne | Texas A&M University–Commerce, USA |
Robin Reagler | Independent Consultant, USA |
Acknowledgments
Like many aspects of global life in 2020, this journey alongside the Writers in the Schools (WITS) Collaborative and our authors brought us challenges and triumphs. We formed a community, and it seemed that with every twist and turn, we grew closer to the project and one another. We would like to thank all of the contributing authors, the Emerald Publishing Group, and our family members for their patience, support, and diligence as we persevered in the face of a pandemic. A special thank you goes to Doctor Gloria Ladson-Billings for sharing space and insight that extended our lens on the intersection of content and culture, and to Dr Xiao Han, Dr Daphne Carr, and Ms Kaleah Hicks for their scholarly contributions and support in our editing phase.
Finally, we extend gratitude to the Writers in the Schools Houston Team for inviting us to be a part of their journey and to Robin Reagler and Jack McBride, former and current Executive Directors, for sharing our desire to bring the stories of the WITS Collaborative to a national and international reading audience.
- Prelims
- Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context
- Part I Seeing Big: Tensions and Triumphs in Partnerships for Professional Development
- Innovation and Integrity: Working Through Disruption to Support Teachers in Their Roles as Literacy Educators
- Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide
- Reflections on Principal Leadership and Writers in the Schools
- Navigating the Role of Teacher Educators in the Field: The Case for Increased Community Support
- Part II Seeing Small: The Call for a Closer Look at the Writers in the Schools Collaborative
- Reflections on WITS History and Challenges of Change
- In Search of a Trellis: A Principal's Perspective on the Need for Cross-Institutional Literacy Partnerships
- Tough Turf: Restoried Moments in the Dissipation of an Urban Knowledge Community
- The Beauty of Petals and Thorns: Negotiating Identity as Writer-Teacher
- Reflective Conversation on the Value of Longevity as Collaborators in Education
- Part III Seeing More: Something to Pursue
- Gentrimigration: Two Tales, One City's Story of a Changed Community
- Poetry Is Not a Luxury: Engaging Learners in Multiple Literacies through Creative Poetics
- “After a Trip, the Suitcase Stays Full till I Need Something”: Unpacking Narrative Truths from the Field
- The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Coconstructed Narrative
- “Research Across Four Pandemics: The End Is a Beginning”
- About the Editors
- About the Contributors
- Index