Alan C. Purves Award - National Council of Teachers of English

NCTE Alan C. Purves Award Recipients


Stephanie R. Toliver
Freedom Dreaming in a Broken World: The Black Radical Imagination in Black Girls’ Science Fiction Stories

Honorable Mentions:
Alicia Rusoja
“Our Community is Filled with Experts:” The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of Resistance

Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, and Mari Gashaw
Writing as a Social Act: The Feedback Relation as a Context for Political and Ethical Becoming


Wan Shun Eva Lam, Natalia Smirnov, Amy A. Chang, Matthew W. Easterday, Enid M. Rosario-Ramos, and Jack C. Doppelt
Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration

Honorable Mentions:

Grace MyHyun Kim and Lindy L. Johnson
Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design

Grace D. Player
“My Color of My Name”: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy

Cassie J. Brownell
Children’s Rhetoric in an Era of (Im)Migration: Examining Critical Literacies Using a Cultural Rhetorics Orientation in the Elementary Classroom

Latrise P. Johnson and Hannah Sullivan
Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students (May 2020)

Honorable Mention:
Monica Gonzalez Ybarra
“We Have a Strong Way of Thinking…and It Shows through Our Words”: Exploring Mujerista Literacies with Chicana/Latina Youth in a Community Ethnic Studies Course (February 2020)

Sakeena Everett
“‘Untold Stories’: Cultivating Consequential Writing with a Black Male Student through a Critical Approach to Metaphor” (August 2018)

Honorable Mention:
Lamar L. Johnson
“Where Do We Go from Here? Toward a Critical Race English Education” (November 2018)

2018 (co-recipients)
Cati V. de los Ríos and Kate Seltzer
“Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms” (August 2017)

Latrise P. Johnson
“Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club” (August 2017)

Katherine K. Frankel
“The Intersection of Reading and Identity in High School Literacy Intervention Classes” (August 2016)

Honorable Mention:
Sara Staley and Bethy Leonardi
“Leaning In to Discomfort: Preparing Literacy Teachers for Gender and Sexual Diversity” (November 2016)

Denise Dávila
“#WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children’s Literature” (August 2015)

Robert Jiménez, Sam David, Keenan Fagan, Victoria J. Risko, Mark Pacheco, Lisa Pray, and Mark Gonzales
“Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language” (February 2015)

Honorable Mention:
Gholnecsar E. Muhammad
“Searching for Full Vision: Writing Representations of African American Adolescent Girls” (February 2015)

Victoria Purcell-Gates
“Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program” (August 2013)

Maureen Kendrick, Margaret Early, and Walter Chemjor
“Integrated Literacies in a Rural Kenyan Girls’ Secondary School Journalism Club” (May 2013)

Mary Christianakis
“Children’s Text Development: Drawing, Pictures, and Writing” (August 2011)

Ramón Antonio Martínez
“Spanglish as a Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy” (November 2010)

Elizabeth Dutro
“What “Hard Times” Means: Mandated Curricula, Class-Privileged Assumptions, and the Lives of Poor Children” (February 2010)

Rebecca Black
“Online Fan Fiction, Global Identities, and Imagination” (May 2009)

Beth Maloch
“Beyond Exposure: The Uses of Informational Texts in a Second Grade Classroom” (February 2008)

Carol Booth Olson and Robert Land
“A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School” (February 2007)

Sarah Warshauer Freedman, Verda Delp, and Suzanne Mills Crawford
“Teaching English in Untracked Classrooms” (August 2005)

Mollie V. Blackburn
“Disrupting Dichotomies for Social Change: A Review of, Critique of, and Complement to Current Educational Literacy Scholarship on Gender” (May 2005)

Ailing Kong and P. David Pearson
“The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners” (August 2003)

Pauline Harris, Jillian Trezise, and W. N. Winser
“‘Is the Story on My Face?’: Intertextual Conflicts during Teacher-Class Interactions around Texts in Early Grade Classrooms” (August 2002)

Bob Fecho
“‘Why Are You Doing This?’: Acknowledging and Transcending Threat in a Critical Inquiry Classroom” (August 2001)

Julie E. Wollman-Bonilla
“Teaching Science Writing to First Graders: Genre Learning and Recontextualization” (August 2000)

Diane Stephens, Gail Boldt, Candace Clark, Janet S. Gaffney, Judith Shelton, Jennifer Story, and Janelle Weinzierl
“Learning (about Learning) from Four Teachers” (May 2000)

Anne Haas Dyson
“Coach Bombay’s Kids Learn to Write: Children’s Appropriation of Media Material for School Literacy” (May 1999)

Todd DeStigter
“The Tesoros Literacy Project: An Experiment in Democratic Communities” (February 1998)