Adam D Musser
Biographic Data
| ID | 1584095 |
|---|---|
| NAME | Adam D Musser |
| GIVEN NAMES | Adam D |
| FAMILY NAME | Musser |
| SIGNATURE | MUSSER A D |
| AFFILIATIONS | Boise State University Boise Idaho USA |
| ORCID | 0000-0002-1752-8472 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging
Racialized notions of language and literacy are harmful to children in U.S. schools, and English Language Arts is a primary site whereby white supremacist language ideologies are enacted and justified, being most harmful to Black, Indigenous, and other students of Color. The authors—Mariana Souto‐Manning, Danny C. Martinez, and Adam D. Musser—former ELA teachers and current university‐based educators committed to the pursuit of justice, are motiv…
Upending Colonial Practices: Toward Repairing Harm in English Education
This article briefly reviews the colonial roots of English education in the United States and outlines current practices that perpetuate harm in the lives of students of color in K-12 schools. Through an examination of theoretical scholarship and empirical research related to repairing the harm invoked by colonizing English education practices, the authors collectively build on Winn's (2013) call for researchers to imagine and engage in practices…
Upending Colonial Practices: Toward Repairing Harm in English Education
This article briefly reviews the colonial roots of English education in the United States and outlines current practices that perpetuate harm in the lives of students of color in K-12 schools. Through an examination of theoretical scholarship and empirical research related to repairing the harm invoked by colonizing English education practices, the authors collectively build on Winn's (2013) call for researchers to imagine and engage in practices…
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging
Racialized notions of language and literacy are harmful to children in U.S. schools, and English Language Arts is a primary site whereby white supremacist language ideologies are enacted and justified, being most harmful to Black, Indigenous, and other students of Color. The authors—Mariana Souto‐Manning, Danny C. Martinez, and Adam D. Musser—former ELA teachers and current university‐based educators committed to the pursuit of justice, are motiv…
Upending Colonial Practices: Toward Repairing Harm in English Education
This article briefly reviews the colonial roots of English education in the United States and outlines current practices that perpetuate harm in the lives of students of color in K-12 schools. Through an examination of theoretical scholarship and empirical research related to repairing the harm invoked by colonizing English education practices, the authors collectively build on Winn's (2013) call for researchers to imagine and engage in practices…
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging
Racialized notions of language and literacy are harmful to children in U.S. schools, and English Language Arts is a primary site whereby white supremacist language ideologies are enacted and justified, being most harmful to Black, Indigenous, and other students of Color. The authors—Mariana Souto‐Manning, Danny C. Martinez, and Adam D. Musser—former ELA teachers and current university‐based educators committed to the pursuit of justice, are motiv…
Critical Race Theory in Education (2 works) · Law (2 works) · Literacy (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Aesthetics (1 works) · Art (1 works) · Best practice (1 works)