James Joshua Coleman
Biographic Data
| ID | 5140808 |
|---|---|
| NAME | James Joshua Coleman |
| GIVEN NAMES | James Joshua |
| FAMILY NAME | Coleman |
| SIGNATURE | COLEMAN J J |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0002-4043-6189 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Introduction to the Special Collection
This Editorial Introduction details how rapid increases in book bans and censorship across the United States are impacting literacy practices in the form of censored literacies. Whether redacted or removed from schools or other spaces of literacy learning, censored literacies are shaped by context, and stakeholders are responding through literacy practices of freedom that are rooted in collective action. Whether chronicling censored literacies or…
Reading Orientations
In the 21st century, the term “critical” has attached itself to numerous aspects of literacy research. However, what critical means remains commonly anchored to Freire and a primary critical reading practice—suspicious critique. Expanding critical literacy research (CLR), this article advances reading orientations as a conceptual tool for drawing attention to the phenomenological aspects of our critical reading practices and for exploring alterna…
Pinkwashing Picturebooks
Queer Civics, Hermeneutical Injustice, and the Cis‐Straight Nation‐State
In this article, James Joshua Coleman and Jon Wargo interrogate the (queer) child as a concept and specter that haunts civic life in the United States. Whereas scholars across a range of fields and standpoints have questioned the value of LGBTQ+ inclusion in public school curricula, and society more broadly, together Coleman and Wargo wonder at the capacity of civics education to include queer (as opposed to LGBTQ+) citizens within the cis‐straig…
Cultivating Genre Awareness of Speculative Genres
The recent speculative turn in literacy, English education, and other ELA-related fields has brought renewed energy for redesigning English teaching and learning through genre awareness. However, extant work on speculative genres of reading, writing, and literary study assumes that ELA teachers are prepared or, more fundamentally, aware of these genres and their unique features. Addressing this gap, this article presents a single intrinsic case o…
Disaffected teachers
Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. Disaffection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized fe…
Restorying a Black girl’s future
Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reimagining their computing fu…
De-storying Community Narratives
Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on his…
Narrative repair in teacher education
Restorying With the Ancestors
Within literacy, rhetoric, and composition (LRC) studies, composing practices have been studied as an embedded feature of life, one that manifests histories, imagination, and identities through acts of writing. Likewise, in queer LRC studies, the capacity to write with queer rhetorical agency or to recognize the impossibility of composing queer subjectivity has been tied to the living. Scholars have yet to consider with adequacy, however, the way…
Feeling Worlds
The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritaria…
Remembering the Past in Nineteenth-Century Scotland
At a time when the Union between Scotland and England is once again under the spotlight, Remembering the Past in Nineteenth-Century Scotland examines the way in which Scotland's national heroes were once remembered as champions of both Scottish and British patriotism. Whereas 19th-century Scotland is popularly depicted as a mire of sentimental Jacobitism and kow-towing unionism, this book shows how Scotland's national heroes were once the embodim…
The Concept of Equality of Educational Opportunity
Although there is wide agreement in the United States that our society accepts and supports the fundamental value of equal opportunity, when it comes to areas of specific application there is considerable disagreement over its meaning. In this article, the author traces the evolutionary shifts in interpretation of the concept of equality of educational opportunity, not only putting into perspective the different views which form the basis for dis…
Narrative repair in teacher education
Feeling Worlds
The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritaria…
Disaffected teachers
Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. Disaffection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized fe…
Reading Orientations
In the 21st century, the term “critical” has attached itself to numerous aspects of literacy research. However, what critical means remains commonly anchored to Freire and a primary critical reading practice—suspicious critique. Expanding critical literacy research (CLR), this article advances reading orientations as a conceptual tool for drawing attention to the phenomenological aspects of our critical reading practices and for exploring alterna…
Remembering the Past in Nineteenth-Century Scotland
At a time when the Union between Scotland and England is once again under the spotlight, Remembering the Past in Nineteenth-Century Scotland examines the way in which Scotland's national heroes were once remembered as champions of both Scottish and British patriotism. Whereas 19th-century Scotland is popularly depicted as a mire of sentimental Jacobitism and kow-towing unionism, this book shows how Scotland's national heroes were once the embodim…
The Concept of Equality of Educational Opportunity
Although there is wide agreement in the United States that our society accepts and supports the fundamental value of equal opportunity, when it comes to areas of specific application there is considerable disagreement over its meaning. In this article, the author traces the evolutionary shifts in interpretation of the concept of equality of educational opportunity, not only putting into perspective the different views which form the basis for dis…
Remembering the Past in Nineteenth-Century Scotland
At a time when the Union between Scotland and England is once again under the spotlight, Remembering the Past in Nineteenth-Century Scotland examines the way in which Scotland's national heroes were once remembered as champions of both Scottish and British patriotism. Whereas 19th-century Scotland is popularly depicted as a mire of sentimental Jacobitism and kow-towing unionism, this book shows how Scotland's national heroes were once the embodim…
Restorying With the Ancestors
Within literacy, rhetoric, and composition (LRC) studies, composing practices have been studied as an embedded feature of life, one that manifests histories, imagination, and identities through acts of writing. Likewise, in queer LRC studies, the capacity to write with queer rhetorical agency or to recognize the impossibility of composing queer subjectivity has been tied to the living. Scholars have yet to consider with adequacy, however, the way…
Feeling Worlds
The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritaria…
Restorying a Black girl’s future
Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reimagining their computing fu…
De-storying Community Narratives
Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on his…
Narrative repair in teacher education
Pinkwashing Picturebooks
Queer Civics, Hermeneutical Injustice, and the Cis‐Straight Nation‐State
In this article, James Joshua Coleman and Jon Wargo interrogate the (queer) child as a concept and specter that haunts civic life in the United States. Whereas scholars across a range of fields and standpoints have questioned the value of LGBTQ+ inclusion in public school curricula, and society more broadly, together Coleman and Wargo wonder at the capacity of civics education to include queer (as opposed to LGBTQ+) citizens within the cis‐straig…
Cultivating Genre Awareness of Speculative Genres
The recent speculative turn in literacy, English education, and other ELA-related fields has brought renewed energy for redesigning English teaching and learning through genre awareness. However, extant work on speculative genres of reading, writing, and literary study assumes that ELA teachers are prepared or, more fundamentally, aware of these genres and their unique features. Addressing this gap, this article presents a single intrinsic case o…
Disaffected teachers
Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. Disaffection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized fe…
Reading Orientations
In the 21st century, the term “critical” has attached itself to numerous aspects of literacy research. However, what critical means remains commonly anchored to Freire and a primary critical reading practice—suspicious critique. Expanding critical literacy research (CLR), this article advances reading orientations as a conceptual tool for drawing attention to the phenomenological aspects of our critical reading practices and for exploring alterna…
Introduction to the Special Collection
This Editorial Introduction details how rapid increases in book bans and censorship across the United States are impacting literacy practices in the form of censored literacies. Whether redacted or removed from schools or other spaces of literacy learning, censored literacies are shaped by context, and stakeholders are responding through literacy practices of freedom that are rooted in collective action. Whether chronicling censored literacies or…
Sociology (10 works) · Gender Studies (8 works) · Political science (8 works) · Art (7 works) · Literature (7 works) · Pedagogy (7 works) · Psychology (7 works) · Narrative (6 works) · Queer (6 works) · Aesthetics (5 works)