Mary M Juzwik
Biographic Data
| ID | 1585546 |
|---|---|
| NAME | Mary M Juzwik |
| GIVEN NAMES | Mary M |
| FAMILY NAME | Juzwik |
| SIGNATURE | JUZWIK M M |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-1327-0021 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Book Boundaries” in West Michigan School Board Election Campaigns
Across the United States, White Christian Nationalism (WCN) has emerged in public discourse, policy, and practice around literacy education. Examining varied localized enactments of censorship further nuances accounts of how WCN asserts its vision for public literacy education. In particular, school board campaigns have become spaces of debate on the goals and contents of literacy education, as WCN candidates advocate for censorship of topics, ma…
White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction
If the White Christian nationalist movement has significantly galvanized parent, community, and larger‐scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to biblical proof texting, and implications for literacy scholarship and education? We focus on the loc…
Conceptualizing the Dangerous Rise of Ethnoreligious Nationalist Literacies in Education
Reluctance to embrace change leaves societies vulnerable to the rise of authoritarian political ideologies, particularly during times of socioeconomic and political crises. Public schools have seen an increase in incidents where fundamentalist groups with differing agendas have attempted to pressure them into adopting curricula whose literacy practices are rooted in a White, northern European Protestant worldview. This essay examines this contemp…
United for what and for whom? An analysis of White Christian nationalism in a 2023 school board election campaign
Public school board elections have become cultural battlegrounds as groups with opposing views on education, politics, religion, and social and cultural issues vie to shape public education, their communities, and the nation. To date, little research has examined White Christian nationalism as a political force shaping these elections. This paper analyzes the November 2023 State College Area School District (SCASD) school board election in a pola…
Dialogic space as liminal space for love
What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting them to dialogue—via letters—with her uncle who was incarcerated and thus corresponding with student…
Transnational Youth Expressing Religious Being and Belonging through Writing
Against the backdrop of White Christian nationalism, which fomented an intensifying atmosphere of religious marginalization and violence toward transnationals in the US between 2015 and 2020, and in the context of teachers responding to this atmosphere of marginalization and violence with their writing curriculum and pedagogies, this study compared how three transnational youth wrote to express religious being and belonging in secondary classroom…
White Christian Nationalism
The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to a…
Schooling activist evangelical literacy
Legacies of Christian Languaging and Literacies in American Education
Argument as Conversation
How can social change become possible when secondary teachers approach argument as participation in ongoing conversations? The authors illustrate how—through writing, speaking, and reading to develop a letter to their principal arguing for a school policy change—secondary students participated in multiple conversational spheres across time and place. Although neither collaborative “letter writing to the principal” tasks nor “argument as conversat…
Teaching and Learning Argumentation in English
Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist—teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the significance of argumentation—the social, ethical, and other work that argument writing and talk does …
Spoken narrative
American Evangelical Biblicism as Literate Practice
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, def…
Second Language Writing
Over-stating claims for story and for narrative inquiry
Preview this article: Over-stating claims for story and for narrative inquiry: A cautionary note, Page 1 of 1 /docserver/preview/fulltext/ni.20.2.08juz-1.gif
Small stories as resources for performing teacher identity
This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ , (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a…
Teacher identity in the context of literacy teaching
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study
Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussio…
Situating Narrative-Minded Research
In their “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity” (Educational Researcher, May 2005), Anna Sfard and Anna Prusak articulate the promise of story or narrative in defining identity as an analytic tool in sociocultural research on learning. The article, as I read it, strives toward a process-rich notion of identity that responds to prior sociocultural articulations of identity as …
White Christian Nationalism
The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to a…
Teacher identity in the context of literacy teaching
Situating Narrative-Minded Research
In their “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity” (Educational Researcher, May 2005), Anna Sfard and Anna Prusak articulate the promise of story or narrative in defining identity as an analytic tool in sociocultural research on learning. The article, as I read it, strives toward a process-rich notion of identity that responds to prior sociocultural articulations of identity as …
White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction
If the White Christian nationalist movement has significantly galvanized parent, community, and larger‐scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to biblical proof texting, and implications for literacy scholarship and education? We focus on the loc…
United for what and for whom? An analysis of White Christian nationalism in a 2023 school board election campaign
Public school board elections have become cultural battlegrounds as groups with opposing views on education, politics, religion, and social and cultural issues vie to shape public education, their communities, and the nation. To date, little research has examined White Christian nationalism as a political force shaping these elections. This paper analyzes the November 2023 State College Area School District (SCASD) school board election in a pola…
Small stories as resources for performing teacher identity
This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ , (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a…
Dialogic space as liminal space for love
What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting them to dialogue—via letters—with her uncle who was incarcerated and thus corresponding with student…
Teaching and Learning Argumentation in English
Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist—teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the significance of argumentation—the social, ethical, and other work that argument writing and talk does …
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study
Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussio…
Situating Narrative-Minded Research
In their “Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity” (Educational Researcher, May 2005), Anna Sfard and Anna Prusak articulate the promise of story or narrative in defining identity as an analytic tool in sociocultural research on learning. The article, as I read it, strives toward a process-rich notion of identity that responds to prior sociocultural articulations of identity as …
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study
Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussio…
Teacher identity in the context of literacy teaching
Over-stating claims for story and for narrative inquiry
Preview this article: Over-stating claims for story and for narrative inquiry: A cautionary note, Page 1 of 1 /docserver/preview/fulltext/ni.20.2.08juz-1.gif
Small stories as resources for performing teacher identity
This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ , (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a…
Second Language Writing
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, def…
American Evangelical Biblicism as Literate Practice
Spoken narrative
Teaching and Learning Argumentation in English
Various instructional approaches have been laid out for conceptualizing argumentation talk and writing in English classrooms. One prominent, and historically durable, approach is formalist—teachers slot the teaching of argument into a form-based approach, usually using the 5-paragraph theme. This model too often fails to persuade students of the significance of argumentation—the social, ethical, and other work that argument writing and talk does …
Argument as Conversation
How can social change become possible when secondary teachers approach argument as participation in ongoing conversations? The authors illustrate how—through writing, speaking, and reading to develop a letter to their principal arguing for a school policy change—secondary students participated in multiple conversational spheres across time and place. Although neither collaborative “letter writing to the principal” tasks nor “argument as conversat…
Legacies of Christian Languaging and Literacies in American Education
Schooling activist evangelical literacy
Transnational Youth Expressing Religious Being and Belonging through Writing
Against the backdrop of White Christian nationalism, which fomented an intensifying atmosphere of religious marginalization and violence toward transnationals in the US between 2015 and 2020, and in the context of teachers responding to this atmosphere of marginalization and violence with their writing curriculum and pedagogies, this study compared how three transnational youth wrote to express religious being and belonging in secondary classroom…
White Christian Nationalism
The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to a…
Conceptualizing the Dangerous Rise of Ethnoreligious Nationalist Literacies in Education
Reluctance to embrace change leaves societies vulnerable to the rise of authoritarian political ideologies, particularly during times of socioeconomic and political crises. Public schools have seen an increase in incidents where fundamentalist groups with differing agendas have attempted to pressure them into adopting curricula whose literacy practices are rooted in a White, northern European Protestant worldview. This essay examines this contemp…
United for what and for whom? An analysis of White Christian nationalism in a 2023 school board election campaign
Public school board elections have become cultural battlegrounds as groups with opposing views on education, politics, religion, and social and cultural issues vie to shape public education, their communities, and the nation. To date, little research has examined White Christian nationalism as a political force shaping these elections. This paper analyzes the November 2023 State College Area School District (SCASD) school board election in a pola…
Dialogic space as liminal space for love
What is the role of teachers in constructing loving dialogic space that is liminal in nature? How can curricular boundary objects catalyze new dialogic spaces connecting people in different social locations? Illuminating these questions, Ms. Thompson opened new doors for elementary students in an urban Reformed Christian school community, inviting them to dialogue—via letters—with her uncle who was incarcerated and thus corresponding with student…
Book Boundaries” in West Michigan School Board Election Campaigns
Across the United States, White Christian Nationalism (WCN) has emerged in public discourse, policy, and practice around literacy education. Examining varied localized enactments of censorship further nuances accounts of how WCN asserts its vision for public literacy education. In particular, school board campaigns have become spaces of debate on the goals and contents of literacy education, as WCN candidates advocate for censorship of topics, ma…
White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction
If the White Christian nationalist movement has significantly galvanized parent, community, and larger‐scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to biblical proof texting, and implications for literacy scholarship and education? We focus on the loc…
Sociology (16 works) · Pedagogy (13 works) · Psychology (10 works) · Linguistics (9 works) · Philosophy (9 works) · Computer Science (6 works) · Educator Training and Historical Pedagogy (6 works) · Multilingual Education and Policy (6 works) · Narrative (6 works) · Religious Education and Schools (6 works)