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Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices: Knowledge, Tools, and Strategies for the ELA Classroom

1, 2024

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Centering the How: What Teacher Candidates' Means of Mediation Can Tell Us About Engaging Adolescent Writers

Journal of adolescent & adult literacy, 2018-07, Vol.62 (1), p.35-43

Barnes, Meghan E.

2018

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Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy

English Teaching: Practice and Critique, 2021-01, Vol.20 (3), p.313-327

2021

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From involvement to solidarity: Community engagement to foster culturally-proactive and constructivist pedagogy

Journal of curriculum and pedagogy, 2022-01, Vol.19 (1), p.4-27

2022

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"The Voice Lies Within Them": Teacher Candidates' Conceptions of Literacy and Social Justice Pedagogy

Journal of language & literacy education, 2021, Vol.17 (1)

2021

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Beyond censorship: politics, teens, and ELA teacher candidates

English teaching : practice and critique, 2017-12, Vol.16 (3), p.303-318

2017

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Recognizing spaces of dissensus in English teacher education

English teaching : practice and critique, 2016-01, Vol.15 (2), p.190-207

Barnes, Meghan E

2016

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Leveraging Digital Spaces for Pre-Service Teachers to Practice Reading and Responding to Student Writing

Journal of language & literacy education, 2019-04, Vol.15 (1), p.1

2019

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Recalculation in Teacher Preparation: Challenging Assumptions through Increased Community Contact

English education, 2016-01, Vol.48 (2), p.149-176

Barnes, Meghan E.

2016

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Editor's Introduction: Reimagining the Field: Pushing Back, Reconsidering Text, & Cultivating Identities

Journal of language & literacy education, 2015-10, Vol.11 (2), p.I

Barnes, Meghan E

2015

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Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education

Teaching and teacher education, 2017-11, Vol.68, p.220-231

Barnes, Meghan E.

2017

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Contested pasts, complicated presents: Pre-service teachers’ developing conceptions of community

Teaching and teacher education, 2020-11, Vol.96, p.103152, Article 103152

Barnes, Meghan E.

2020

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Low assessment literacy in an assessment-obsessed field: What teacher candidates learn about assessment during teacher education

Journal of curriculum and pedagogy, 2024-05, p.1-26

2024

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“Racism just isn't an issue anymore”: Preservice teachers' resistances to the intersections of sexuality and race

Teaching and teacher education, 2016-04, Vol.55, p.165-174

2016

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Guest editorial

English teaching : practice and critique, 2020-04, Vol.19 (1), p.1-2

2020

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“You stick up for all kids”: (De)Politicizing the enactment of LGBTQ+ teacher ally work

Teaching and teacher education, 2019-06, Vol.82, p.14-23

2019

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Guest editorial

English teaching : practice and critique, 2020-01, Vol.19 (1), p.1-2

2020

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Introduction: Moving through tensions in the English Language Arts classroom

Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices, 2024, p.1-12

1, 2024

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The Importance of the "Comfort Zone" Preservice Teachers' Evaluation of Video Analysis Sessions aTool for Enhanced Reflection

Teacher education quarterly (Claremont, Calif.), 2020-04, Vol.47 (2), p.64-85

2020

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Editor's Introduction: Lived Words and Worlds: Community Engaged Literacies

Journal of language & literacy education, 2016-04, Vol.12 (1), p.I

Barnes, Meghan E

2016

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Framing digital composition in classrooms: Audiences, purposes, identities, materialities

Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices, 2024, p.179-193

1, 2024

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Forging communities in contested spaces: Critical media literacy as a social justice practice

Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices, 2024, p.87-103

1, 2024

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Bridging time, space, and experience: The affordances (and limitations) of digital connection in the classroom

Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices, 2024, p.125-143

1, 2024

Volltextzugriff (PDF)

Navigating the benefits and harms of media and digital tools in the age of disinformation, digital surveillance, and misinformation

Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices, 2024, p.104-122

1, 2024

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Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices: Knowledge, Tools, and Strategies for the ELA Classroom

Centering the How: What Teacher Candidates' Means of Mediation Can Tell Us About Engaging Adolescent Writers

Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy

From involvement to solidarity: Community engagement to foster culturally-proactive and constructivist pedagogy

"The Voice Lies Within Them": Teacher Candidates' Conceptions of Literacy and Social Justice Pedagogy

Beyond censorship: politics, teens, and ELA teacher candidates

Recognizing spaces of dissensus in English teacher education

Leveraging Digital Spaces for Pre-Service Teachers to Practice Reading and Responding to Student Writing

Recalculation in Teacher Preparation: Challenging Assumptions through Increased Community Contact

Editor's Introduction: Reimagining the Field: Pushing Back, Reconsidering Text, & Cultivating Identities

Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education

Contested pasts, complicated presents: Pre-service teachers’ developing conceptions of community

Low assessment literacy in an assessment-obsessed field: What teacher candidates learn about assessment during teacher education

“Racism just isn't an issue anymore”: Preservice teachers' resistances to the intersections of sexuality and race

Guest editorial

“You stick up for all kids”: (De)Politicizing the enactment of LGBTQ+ teacher ally work

Guest editorial

Introduction: Moving through tensions in the English Language Arts classroom

The Importance of the "Comfort Zone" Preservice Teachers' Evaluation of Video Analysis Sessions aTool for Enhanced Reflection

Editor's Introduction: Lived Words and Worlds: Community Engaged Literacies

Feminism and intersectionality in academia: Women's narratives and experiences in higher education

Framing digital composition in classrooms: Audiences, purposes, identities, materialities

Forging communities in contested spaces: Critical media literacy as a social justice practice

Bridging time, space, and experience: The affordances (and limitations) of digital connection in the classroom

Navigating the benefits and harms of media and digital tools in the age of disinformation, digital surveillance, and misinformation

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