Harvard Educational Review
  1. Spring 2011 Issue »

    Becoming Something Different

    Learning from Esmé

    Colleen M. Fairbanks, Penny Mason Crooks, Mary Ariail
    In this article, Fairbanks, Crooks, and Ariail followed Esmé Martinez, a Spanish-speaking Latina, from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future. Drawing on the construct of artifacts, a sociohistorical concept that understands skills, practices, and the means of putting them to use in social spaces, they detail Esmé’s school history, the ways she was positioned there, and the resources she used to respond and reposition herself. This examination offers a long-term profile of the complex interactions that school entails and a nuanced reflection on agency within institutional constraints.

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    Colleen M. Fairbanks is professor of education at the University of North Carolina at Greensboro (UNCG), where she studies adolescents, their literacies, and their experiences in school. She is currently investigating the schooling of diverse language learners and their families. She has conducted studies related to teacher research in connection with the Heart of Texas Writing Project, which she directed for five years. Her work has appeared in journals, such as Research in the Teaching of English, Journal of Literacy Research, Journal of Adolescent and Adult Literacy, and Journal of Teacher Education. She is coordinator of middle grades education at UNCG.

    Penny Mason Crooks is a doctoral candidate at the University of North Carolina at Greensboro, where she is studying adolescent literacy and identity. She is also currently an assistant principal at a high school in central North Carolina. Prior to being an assistant principal and beginning her graduate studies, Crooks was a high school English teacher for ten years.

    Mary Ariail is an associate professor of reading, language, and literacy in the Georgia State University College of Education, where she studies the ways teachers and students position themselves as producers and consumers of literacy knowledge through their interactions in educational settings. Her research, which has focused on the performance and construction of identities in language arts classrooms and book club discussion groups, has appeared in journals such as the Journal of Adolescent and Adult Literacy, Language Arts, Reading Research and Instruction, and Research in the Teaching of English. She also serves as the associate chair of the Department of Middle-Secondary Education and Instructional Technology at Georgia State University, where her work focuses on the development and assessment of teacher education programs.


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    Spring 2011 Issue

    Abstracts

    Becoming Something Different
    Learning from Esmé
    Colleen M. Fairbanks, Penny Mason Crooks, Mary Ariail
    “It’s Going to Stop in This Generation”
    Women with a History of Child Abuse Resolving to Raise Their Children Without Abuse
    Sioux Hall
    What Does Injustice Have to Do with Me?
    A Pedagogy of the Privileged
    David Nurenberg
    Beyond Delinquent Citizenships
    Immigrant Youth’s (Re)Visions of Citizenship and Belonging in a Globalized World
    Anne Ríos-Rojas
    "Doing Right By"
    Teacher Aides, Students with Disabilities, and Relational Social Justice
    Gill Rutherford
    Rebooting the EdD
    Jon F. Wergin

    Book Notes

    To Teach
    William Ayers and Ryan Alexander-Tanner