Reframing resistance in the English classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jeanie M. Reynolds, Lecturer and Director of English Education (Creator)
Amy Vetter, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: During an observation of a novice teacher in a high school English classroom, the author was reminded that all students are capable of resistance. After attempting to engage students in what she considered to be a thought-provoking anticipation guide and discussion-starter for Fallen Angels by Walter Dean Myers, several students rolled their eyes or shrugged and put their head down on top of the blank assignment. After asking one of those students why she did not engage in the discussion about controversial issues related to war, she stated that she did not care about any of the topics because she was not allowed to be part of the military based on her sexuality. In the author's own classroom, resistant students make her initially question what she know and practice as a teacher educator. After reflective conversations with colleagues, however, these critical incidents involving resistant students became less about self-doubt and blame, and more about figuring out ways to provide opportunities for all students to become engaged participants.

Additional Information

English Journal. 102(2), 114-121
Language: English
Date: 2012
student resistance, English education, literacy, engaged learning

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