Fringes, the NCETA Journal, is a space for current and pre-service English Language Arts (ELA) teachers, as well as ELA teacher educators, to share ideas for teaching primary and secondary ELA. Specifically, Fringes is a peer-reviewed journal published twice annually and features articles that address innovative classroom practices, important and timely educational issues, pedagogical methods, classroom activities, and curricular materials. We welcome a combination of both practice-oriented and research pieces, grounded in the various interests, assets, and contexts experienced by North Carolina teachers. In particular, we want to hear about the practices and research that educators are doing that are unconventional and peripheral, what we call fringe.

Call for Submissions

 

 

Fringes Editors

 

Meghan E. Barnes, Ph.D. is an assistant professor of English education at the University of North Carolina, Charlotte, where she teaches undergraduate and graduate-level courses on teaching English to secondary learners, the politics of language and writing, teacher research, and young adult literature. Prior to her work at UNC Charlotte, Meghan taught middle school English Language Arts in Chapel Hill and Raleigh and teacher education courses at the University of Georgia. Meghan also has experience teaching abroad in India and Costa Rica and developing and leading online professional development courses. In her research, Meghan draws on sociocultural theory to consider pre-service teachers’ developing conceptual understandings of teaching and literacy, as well as community-engaged approaches to both teaching and research. Meghan’s work has been published in Teaching and Teacher Education, Journal of Teacher Education, English Education, Journal of Adolescent and Adult Literacy, and English Teaching: Practice and Critique.

 

Michelle M. Falter, Ph.D. is currently an assistant professor of English education at North Carolina State University. Formerly Michelle worked as a middle and high school English teacher in Wisconsin and Georgia and also abroad in Ireland, Germany, and the Dominican Republic. Michelle’s teaching and research focus on dialogic, critical, and feminist pedagogies, English teacher education, adolescent literature, and emotion in the teaching of literature and writing in secondary classrooms. Michelle’s work has been published in numerous peer-reviewed journals, including Gender and Education, English Teaching: Practice and Critique, and The ALAN Review, for which she received the 2016 Nilsen-Donelson Award for the Best Article of the Year. In 2018, she published two co-edited books with Dr. Steven Bickmore about how to death through literature in middle and high school ELA classrooms titled When loss gets personal: Discussing Death through Literature in the Secondary ELA Classroom and Moving Beyond Personal Loss To Societal Grieving: Discussing death's social impact through literature in the secondary ELA classroom.

 

Dr. Amy Vetter is an associate professor in English education in the School of Education at the University of North Carolina Greensboro, where she teaches undergraduate courses in teaching practices and curriculum of English and literacy in the content area, and graduate courses in youth literacies, teacher research, and qualitative research design. Her areas of research are literacy and identity, critical conversations, and the writing lives of teens. She writes and publishes in venues for researchers, teacher educators, and practicing English language arts teachers. Since her arrival at UNCG, she has published articles in English Education, Journal of Literacy Research, English Teaching: Practice and Critique, English Journal, Qualitative Research in Education, Teacher Education Quarterly, Journal of Adolescent and Adult Literacy, Changing English, Journal of Teacher Education and The Urban Review. She presents regularly at the National Conference for Teachers of English and the Literacy Research Association Conference. Amy completed her Ph.D. at the University of Texas Austin. Before her job in higher education, she taught all levels of tenth and twelfth grade English in Austin, Texas. She co-directs a young writers' camp at UNCG in the summer and co-facilitates the Triad Teacher Researcher Group in various schools across the county.