|| Classroom Teachers
Laura Alvarez currently teaches a fifth-grade English/Spanish bilingual class at Melrose Elementary School in Oakland, California, where she has taught fourth and fifth grade for four years. Through her research and ongoing classroom inquiry, she is working to make her teaching practice more responsive to students' academic and linguistic needs in both their primary and second languages. Prior to teaching, Alvarez worked for the Bay Area Coalition of Essential Schools in Oakland.
Stanlee Brimberg teaches seventh-grade literacy and social studies at the Bank Street School for Children in New York City. In addition to teaching, Brimberg has developed curricula for the New York City Department of Education, created classroom resources for the Scribner Literature Series, and written lesson materials for several Web sites. Brimberg has also led teacher education workshops on creating curriculum using primary source materials.
Sally Brownfield has more than 20 years of classroom experience, including teaching at Hood Canal School in Shelton, Washington. She recently taught courses on children's literature to preservice teachers at Washington State University in Seattle. Brownfield provides consulting services to schools on Native American education. She is the author of Motivating Native American Students: Strategies That Work and The Children: A Child Care Curriculum for Young Native Americans.
Lisa Espinosa teaches language arts and science to seventh-graders at the Irma C. Ruiz School, a public school on the South Side of Chicago. Espinosa has published articles about her teaching in Rethinking Schools. Additionally, she has lectured at Northeastern University on teaching Mexican American students in urban schools. She has received many awards and honors, including the Oppenheimer Grant for teaching, the Rochelle Lee Award, and a nomination for the Golden Apple Award for excellence.
Laina Jones teaches sixth-grade humanities at The Harbor School, an Expeditionary Learning Outward Bound School in Dorchester, Massachusetts. She serves on The Harbor School Governing Board and is a Seeking Educational Equity and Diversity (SEED) Leader. Jones also coaches the girls' basketball team, codirects the Girls' Rites of Passage program, and mentors students from her alma mater, the Harvard Graduate School of Education. Jones was nominated for the Disney Teacher Award.
Akiko Morimoto teaches seventh-and eighth-grade English at Washington Middle School in Vista, California. She is a National Board for Professional Teaching Standards certified teacher in Early Adolescence English Language Arts. Morimoto currently serves as Vice President of the California Association of Teachers of English. She has served as the Middle Level Representative at Large on the Executive Committee of the National Council of Teachers of English (NCTE) and cochaired two of NCTE's national conventions.
Carol O'Donnell is a middle school English teacher and Outreach Director at Manhattan Country School, a K-8 independent school in New York City. O'Donnell has developed curricula founded on multiculturalism, social justice, academic and creative blossoming, and the richness of human identity. In addition, she has served as a Seeking Educational Equity and Diversity (SEED) leader and as cochair of the New York State Association of Independent Schools Diversity Committee.
Kathryn Mitchell Pierce is a sixth-grade literacy and social studies teacher and a writing instructional support specialist at Wydown Middle School in Clayton, Missouri. A former multi-age primary teacher and university faculty member, Pierce has published widely. Her research interests include the role of talk in supporting the learning process, the roles of literature in the curriculum, and the use of literature to promote critical conversations about issues of equity and social justice.
||Scholars / Teacher Educators
Joseph Bruchac, Ph.D., received an M.A. in literature and creative writing from Syracuse University, and a Ph.D. in comparative literature from the Union Institute of Ohio. Bruchac is a writer and storyteller who often draws on traditional Abenaki stories in his work. He has written and published over 100 books. Bruchac has volunteered as a teacher in Ghana, led writing workshops, and directed a college program in prisons. He has been a storyteller for Native American organizations and schools, including the Onondaga Nation School and the Institute of Alaska Native Arts. Bruchac founded a literary magazine, The Greenfield Review, and codirects the Greenfield Review Literary Center and The Greenfield Review Press. His honors and awards include the National Endowment for the Arts Writing Fellowship for Poetry, the Cherokee Nation Prose Award, the Hope S. Dean Award for Notable Achievement in Children’s Literature, the Native Writers Circle of the Americas Lifetime Achievement Award, and the Virginia Hamilton Literary Award.
Patricia Enciso, Ph.D., is an associate professor in the College of Education and the Latino/a Studies Program Coordinator at Ohio State University, where she teaches graduate courses in "critically engaged reading," multicultural literature, middle grade literacy methods, and Latino/a perspectives on critical theory, research, and practice. As an assistant professor at the University of Wisconsin-Madison, Enciso developed research and teaching related to multicultural literature in education. Her research on children's engaged reading and interpretations of cultural knowledge has been published in Language Arts, Reading and Writing Quarterly, English Education, in The Handbook of Research on Teaching the English Language Arts, and Making Race Visible: Literacy Research for Cultural Understanding. She coedited Theory into Practice, "Already Reading: Children, Texts and Contexts," and New Directions in Sociocultural Theory: Power, Identity and Agency. She has served as the chair of the Américas Award Committee for Latino/a children's literature and has coedited a regular review of children's literature for The New Advocate. Enciso was awarded a Spencer Postdoctoral Fellowship for work on the sociocultural landscapes of children's relationships, reading, and cultural knowledge.
Jerome C. Harste, Ph.D., is professor of language education at Indiana University, and has the distinction of being the first Martha Lea and Bill Armstrong Chair in Teacher Education. A strong advocate of classroom-based research, Harste has been working with teachers over multiple years in an effort to collaboratively create the most conducive classroom environments possible for literacy learning. As the result of this work, he has become a spokesperson for literature-based teaching, inquiry-based education, critical literacy, and multiple ways of knowing curriculum. Harste has authored or coauthored numerous professional publications, including Beyond Reading and Writing: Inquiry, Curriculum, and Multiple Ways of Knowing; Supporting Critical Conversations in Classrooms; and Creating Classrooms for Author: The Reading-Writing Connection. He is a children's author as well as the past president of the National Conference on Research in Language and Literacy, the National Reading Conference, the Whole Language Umbrella, and the National Council of Teachers of English.
Valerie Felita Kinloch, Ph.D., is assistant professor of English education at Teachers College, Columbia University. Prior to this appointment, she was assistant professor of English, composition, and rhetoric at the University of Houston-Downtown. Her most recent work investigates democratic engagements, literacy practices, writing conventions/moves, and spatial affiliation in the education of diverse student populations. She is currently working on an educational biography on the life and literary contributions of scholar-activist-poet June Jordan. Kinloch coedited Still Seeking an Attitude: Critical Reflections on the Work of June Jordan, a collection of critical essays. Her writings have appeared in Word, English Education, JAC (A Journal of Composition Theory), Developmental Education and Urban Literacy Monograph, The Encyclopedia of the Harlem Renaissance, and College Composition & Communication journal.
Peggy McIntosh, Ph.D., is Associate Director of the Wellesley College Center for Research on Women and Founder and Codirector of the United States SEED (Seeking Educational Equity and Diversity) Project on Inclusive Curriculum. She consults with college and school faculty in the United States and abroad who want to create gender-fair and multicultural curricula, teaching methods, and school climates. In 1988, she published the groundbreaking article, "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women's Studies." McIntosh has taught at the Brearley School, Harvard University, Trinity College (Washington, D.C.), the University of Denver, the University of Durham (England), and Wellesley College. She is a cofounder of the Rocky Mountain Women's Institute, and has been consulting editor to SAGE: A Scholarly Journal on Black Women. In addition to having two honorary degrees, she is a recipient of the Klingenstein Award for Distinguished Educational Leadership from Columbia Teachers College.
Sonia Nieto, Ph.D., is professor of language, literacy, and culture in the School of Education, University of Massachusetts, Amherst. She has taught students at all levels from elementary grades through graduate school, and for the past 30 years has focused on preparing teachers and teacher educators. Her research focuses on multicultural education and on the education of Latinos, immigrants, and students of diverse cultural and linguistic backgrounds. Her books include Affirming Diversity: The Sociopolitical Context of Multicultural Education; The Light in Their Eyes: Creating Multicultural Learning Communities; Puerto Rican Students in U.S. Schools; and What Keeps Teachers Going?; and she has published dozens of book chapters and articles in such journals as Educational Leadership, The Harvard Educational Review, Multicultural Education, and Theory Into Practice. She serves on several national advisory boards that focus on educational equity and social justice, including Facing History and Ourselves (FHAO) and Educators for Social Responsibility (ESR). She has received numerous awards for scholarship, advocacy, and activism, including the Outstanding Educator award from the National Council of Teachers of English (NCTE). Nieto was an Annenberg Institute Senior Fellow and has received two honorary doctorates.
Tonya Perry works at the University of Alabama at Birmingham as an instructor in secondary English language arts (grades 6-12). She taught middle school for 10 years and worked with high school students in various instructional capacities. Perry was awarded the Alabama State Teacher of the Year title in 2000-01 and progressed to one of the four finalists for National Teacher of the Year. She has served on the National Council of Teachers of English Executive Board as the Middle School Representative-at-Large and writes a column for English Journal, a National Council of Teachers of English (NCTE) periodical. She is also a National Board certified teacher.
||Lead Content Advisors
Dale Allender is the Associate Executive Director of the National Council of Teachers of English (NCTE). He also directs NCTE's West Coast office, located on the campus of the University of California, Berkeley, where he teaches coursework in multicultural literature at the Graduate School of Education. Allender's scholarship includes work in multicultural literature, media literacy, and cultural studies. He serves on advisory boards for a variety of organizations, including Media Rights, The Independent Film Channel/Film School project, Scenarios, the Anti-Defamation League, and the Oakland Museum of California. Allender has served as lead advisor or advisory board member for several Annenberg Media professional development workshops for English language arts educators.
Beverly Ann Chin, Ph.D., is Professor of English; Director, English Teaching Program; and former Director, Montana Writing Project at the University of Montana, Missoula. She has served as President of the National Council of Teachers of English (NCTE), board member of the National Board for Professional Teaching Standards (NBPTS), and Secretary of the Conference on English Education (CEE). Currently, she is Member-at-Large of the Conference on English Leadership (CEL) and a member of the Assessment Advisory Committee of the Northwest Regional Educational Laboratory (NWREL). A former high school English teacher, Chin has written articles and books on the teaching of reading and writing. In addition, she has edited and served as program advisor for several books on multicultural literature, including Asian American Literature, Native American Literature, Hispanic American Literature, and African American Literature, published by Glencoe/McGraw Hill; Chinese-American Literature, published by Globe; and Dictionary of Characters in Children's Literature, published by Franklin Watts. She provided commentary for The Expanding Canon: Teaching Multicultural Literature in High School. A frequent keynote speaker and workshop presenter, Chin travels nationally and internationally to work with educators and students on English language arts standards, curriculum, instruction, and assessment. She has received numerous awards for her teaching and service.
Kylene Beers, Ed.D.
Senior Reading Researcher, School Development Program, Yale University
Editor, Voices from the Middle
Maisha Tulivu Fisher, Ph.D.
Assistant Professor, Division of Educational Studies, Emory University
Nina L. Floro
Professor of English, Skyline College
Paula J. Hale, Ed.D.
Field Director Southern Pueblos, Nevado, North Dakota, Save the Children Federation
Violet Harris, Ph.D.
Professor and Head, Curriculum and Instruction, University of Illinois
Nicolás Kanellos, Ph.D.
Brown Foundation Professor of Spanish, University of Houston
Director, Arte Público Press
Valerie Kinloch, Ph.D.
Assistant Professor of English Education, Teachers College, Columbia University
Teacher, East Side Middle School, New York, N.Y.
Michael Pavel, Ph.D.
Associate Professor, Department of Educational Leadership and Counseling Psychology, College of Education, Washington State University
Instructor, University of Alabama at Birmingham
Teacher, Louis Armstrong Middle School, East Elmhurst, N.Y.