Review of Social justice literacies in the English classroom: Teaching practice in action


  • Autumn Macie Dodge University of Lynchburg


Author Biography

Autumn Macie Dodge, University of Lynchburg

Autumn M. Dodge is an Assistant Professor of Language and Literacy Education at the University of Lynchburg where she teaches classes for the MSEd in Reading and undergraduate education programs. Her main areas of research are social justice issues in teacher education, specifically White teacher identity and LGBTQIA equity and inclusion; she also writes on intersections between literacy, literature, and pop culture. Autumn also served on the committee that developed revised 2017 Standards for International Literacy Association Standards, the national accrediting body for master’s programs preparing specialized literacy professionals. She is on the editorial review board for the Journal of Adolescent and Adult Literacy and The Reading Teacher and is incoming co-editor for the SIGNAL Journal (Special Interest Group Network on Adolescent Literature).


Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.

Hackman, H. W. (2005). Five essential components for social justice education. Equity and Excellence in Education, 38(2), 103-109.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

National Center for Education Statistics. (2013). Digest of Education Statistics. Retrieved from

Schieble, M. (2012). Critical conversations on whiteness with young adult literature. Journal of Adolescent and Adult Literacy, 56(3), 212-221.

Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183.

U.S. Department of Education. (2016). The State of Racial Diversity in the Educator Workforce. Washington, DC: Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Retrieved from

Wilson, N., Dasho, S., Martin, A. C., Wallerstein, N., Wang, C. C., & Minkler, M. (2007). Engaging young adolescents in social action through photovoice: The youth empowerment strategies (YES!) project. The Journal of Early Adolescence, 27(2), 241-261.




How to Cite

Dodge, A. M. (2018). Review of Social justice literacies in the English classroom: Teaching practice in action. Education Review, 25.



Book reviews