NWP Radio

Join the National Writing Project’s The Write Time with Kwame Mbalia, editor of Black Boy Joy, two additional contributors Varian Johnson and Julian Randall, and Washington, DC area teacher, Cosby Hunt.

Black Boy Joy, released on August 3, is a book that celebrates the excellence of young Black males, their happiness, their voices, and their stories. We are excited to discuss the project with them on this episode.

Join NWP Radio for an interview with Poet t.l. sanders, a poet and performance professional based in Kansas City, MO.

As a Prairie Lands Writing Project Teacher-Consultant, a Missouri Writing Project Network Teacher-Consultant, a member of the National Writing Project Writers Council, a current curriculum director, and former elementary, middle, and high school English teacher (with 16 years of teaching experience), Poet embraces the value of our shared stories. Whether he is public speaking, teaching, writing, or breathing, he has a passion for empowering people.

This episode of NWP Radio includes a conversation of his upcoming film The kNew-Born, which premieres July 18 through August 1 during the #kcfringe2021 Virtual Festival. To learn more and find tickets for the film premiere please visit: https://www.poettlsanders.com/

Join the National Writing Project’s The Write Time with New York Times Best Selling author and illustrator Rachel Ignotofsky. Rachel will be interviewed by Soñia Galaviz a 5th grade teacher and leader with the Boise State Writing Project.

See the entire series at https://educatorinnovator.org/campaigns/the-write-time/

Equal access to quality writing education has been a longstanding challenge in the United States and not enough has been done to move the field forward in recent years. In this report, we at 826 National aim to bring writing education to the forefront of public, policy, and funding conversations by examining its current state and issuing a call to action to the field. In the summer and fall of 2020, we interviewed 19 writing education experts, including authors, researchers, and educators, about the current state of writing education in the United States. We distill their reflections on the benefits, challenges, and inequities of writing education, and then draw on those reflections to outline recommendations for the field.

Learn more: https://826national.org/research/

826 Digital: https://826digital.com

Take the National Teacher Survey: https://docs.google.com/forms/d/e/1FAIpQLScX9i7u_FBqET9CVq4hwAJqBkpWpwySvGjORqaVP9f1bTF72g/viewform

Next Steps and Take Home Google folder: https://drive.google.com/drive/u/0/folders/10SvcfWxLzGhtqppGztb8jig7-ZYlKghD

Abdi Nor Iftin has been featured on various radio and TV stations sharing his life story of growing up in a country torn by civial war and immigrating to the United States in 2014. His new book Call Me American was released in 2018 and is a finalist for New England's Bookseller's Association book awards.

Abdi is interviewed by author and educator Kate Kennedy. Kate taught writing at Portland High School, was the director of the Southern Maine Writing Project, and is the author of Skin, A Memoir and End Over End.

In this CoLab, co-author/editor Christopher R. Rogers will be joined by members of the Marginal Syllabus team for a conversation that starts with the editor’s introduction to the February 2021 edition of the journal Research in the Teaching of English. Written in the days prior to the 2020 presidential election, amidst dual public health and racial justice pandemics, the article’s brevity belies its provocative power. Reading the article now also offered the team a chance to reconnect with Christopher, himself a long-time Marginal Syllabus partner, for a conversation in which he reflected on social activism, art and poetry, his passion for literacy, and his formative experiences as a student and teacher.

This article is the featured article for June 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion.

LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

Joseph Bruchac is a Nulhegan Abenaki citizen and a leader among his people. He is the author of more than 120 books for children and adults, including his best-selling series, Keepers of Earth: Native American Stories and Environment Activities for Children.

Joseph is interviewed by Dr. Caitlin Johnson, an enrolled member of the Turtle Mountain Band of Chippewa Indians. Dr. Johnson is an English teacher at Dakota High School in Fargo, North Dakota.

Do you love historical fiction? Teach American Literature? Are you a teacher-writer? Any of these would be a great reason to tune in to NWP Radio as we talk to Don Zancanella about the writing life, teaching and writing, and about his magnificent new novel Concord.

Chris Crutcher’s years as a teacher, then director, of a K-12 alternative school in Oakland, California through the nineteen-seventies, and his subsequent twenty-odd years as a therapist specializing in child abuse and neglect, inform his thirteen novels and two collections of short stories. Chris has received a number of coveted awards, from his high school designation as “Most Likely to Plagiarize” to the American Library Association’s Margaret A. Edwards Lifetime Achievement Award. His favorites are his two Intellectual Freedom awards, one from the National Council for Teachers of English and the other from the National Coalition Against Censorship. Five of Crutcher’s books appeared on an American Library Association list of the 100 Best Books for Teens of the Twentieth Century (1999 to 2000).

Chris is interviewed by Stephenie Eriksson, a National Board Certified Teacher, a teacher-consultant with the Ohio Writing Project, and a past-president of the Ohio Council of Teachers of English/Language Arts. For over 22 years, Stephenie has taught readers and writers in Blanchester, Ohio. She started her career teaching seventh and eighth grade and currently teaches sophomores, juniors, and seniors.

In this CoLab, author Ebony Elizabeth Thomas is joined by colleagues Christina Cantrill, Joe Dillon, and Remi Kalir to discuss her article “‘We Always Talk About Race’: Navigating Race Talk Dilemmas in the Teaching of Literature” which was published in Research in the Teaching of English in May 2015.

This article is the featured article for May 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to listen to or watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion.

LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.