Kathleen Colantonio-Yurko
Biographic Data
| ID | 240789 |
|---|---|
| NAME | Kathleen Colantonio-Yurko |
| GIVEN NAMES | Kathleen |
| FAMILY NAME | Colantonio-Yurko |
| SIGNATURE | COLANTONIO-YURKO K |
| AFFILIATIONS | SUNY Brockport |
| ORCID | 0000-0002-3205-2871 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A Good Text with a Well-Intended Teacher”
This qualitative case study examines the experiences of four new educators who participated in a semester-long professional development institute aimed at fostering social justice literature instruction. Specifically, we examine what practices new educators developed and deepened over the course of the institute. Data interpreted through deductive and inductive coding and analysis revealed three major practices: complicating and expanding mandate…
Naming and Challenging Rape Culture in English Curriculum
Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and dev…
Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles
In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King's Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness principles. We end by calling on educators to reimagine both English language arts and social studies curr…
Himpathy, Herasure, and Down Girl Moves
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assaul…
When Princesses Become Dragons
In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel , a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives…
Thank You to Guest Reviewers
Thank You to Guest Reviewers
A Good Text with a Well-Intended Teacher”
This qualitative case study examines the experiences of four new educators who participated in a semester-long professional development institute aimed at fostering social justice literature instruction. Specifically, we examine what practices new educators developed and deepened over the course of the institute. Data interpreted through deductive and inductive coding and analysis revealed three major practices: complicating and expanding mandate…
Thank You to Guest Reviewers
Thank You to Guest Reviewers
When Princesses Become Dragons
In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel , a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives…
Himpathy, Herasure, and Down Girl Moves
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assaul…
Naming and Challenging Rape Culture in English Curriculum
Acts of sexual violence and rape, as well as the ensuing treatment of survivors and those who perpetuate the crimes, are pervasive in canonical texts that populate mandated reading lists in secondary English classrooms. Given the outsized role the literary canon places in English curriculum, we believe English teachers must develop practices that grapple with rape culture and sexual violence in their classrooms. A practice we advocate for and dev…
Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles
In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King's Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness principles. We end by calling on educators to reimagine both English language arts and social studies curr…
A Good Text with a Well-Intended Teacher”
This qualitative case study examines the experiences of four new educators who participated in a semester-long professional development institute aimed at fostering social justice literature instruction. Specifically, we examine what practices new educators developed and deepened over the course of the institute. Data interpreted through deductive and inductive coding and analysis revealed three major practices: complicating and expanding mandate…
Pedagogy (6 works) · Psychology (6 works) · Sociology (5 works) · Educator Training and Historical Pedagogy (4 works) · Gender Studies (4 works) · Mathematics education (4 works) · Themes in Literature Analysis (4 works) · Law (3 works) · Medicine (3 works) · Political science (3 works)