English Journal Edwin M. Hopkins Award
2024 Winner: “Seeing Beyond the Surface: Using Critical Lenses to Combat Anti-Blackness in the English Classroom” (Vol. 113, No. 1, September 2023) by Christian M. Hines and Jenell Igeleke Penn
Honorable Mentions:
“Possibilities for Rural Queer Liberation: Toward a Queer Rural Place-Based Pedagogy” (Vol. 113, No. 6, July 2024) by Josh Thompson and Clint Whitten
“Mirrors, Windows, and Mentors: Developing Critical Mentor Text Sets to Cultivate Student Writers’ Identities” (Vol. 113, No. 1, September 2023) by Elizabeth Thackeray Nelson and Margaret Osgood Opatz
Liz Thackeray Nelson is an assistant professor of English at Utah Valley University, where she teaches and mentors English education students. Prior to working in teacher education, Nelson taught high school in Alexandria, VA, and Salt Lake City, UT. Her research centers on the intersections of culturally sustaining methods of teaching writing and children’s and adolescent literature. She is currently a coeditor of ILA’s Children’s Literature/Reading Special Interest Group’s journal The Dragon Lode and has been a member of NCTE since 2011.
Margaret Osgood Opatz is Director of Research and Literacy at Capti, drawing on her experience as a former elementary and middle school teacher. Opatz’s published work is on innovative teaching methodologies, literacy development, and strategies for culturally and linguistically diverse learners, emphasizing the need for responsive literacy instruction. Since 2021, she has served on the ILA Children’s and Young Adult Book Awards and has been co-editor of The Dragon Lode since 2023. Margaret has been a member of NCTE since 2012.
“Relational Practices of Queer Literacy Educators in the US/Mexico Borderlands” (Vol. 113, No. 6, July 2024) by Em Bowen and Carol Brochin
This award will be presented at the Secondary Section Event during the NCTE Annual Convention.
Award Details
Nominations are not accepted for this award.
Purpose:
The award recognizes outstanding English Journal articles written by someone who is not a classroom teacher.
Eligibility:
The award is given to the author who does not qualify for the English Journal Paul and Kate Farmer Award. The award shall cover articles written in issues published between September and July of the previous volume year.
Award Criteria:
The award shall be given annually. Up to two honorable mentions may also be named. The editor of English Journal shall draw up the annual list of eligible authors and shall be the arbiter of eligibility.
Award Specifics:
The award is announced by the award committee chair and presented by the journal editor at the Secondary Section Luncheon during the NCTE Annual Convention. The winner receives a plaque and honorable mentions receive a certificate.
The English Journal Edwin M. Hopkins Award is named after the author of the lead article in the first issue of the English Journal, a former professor of rhetoric and English language at the University of Kansas, member of the first Board of Directors of NCTE, and co-author of the first NCTE constitution.
Judging:
The Hopkins Award Committee determines the winner based upon articles meeting the criteria by August 15. The award committee shall consist of a chair nominated by the editor of English Journal and three to five readers nominated by the members of the Secondary Section Steering Committee. Each reader scores each article using the provided rubric.
NCTE English Journal Edwin M. Hopkins Recipients
2023
“Conversation Pathways to Stronger Indigenous Representation in English Classrooms” (Vol. 112, No. 5, May 2023) by Renée Gokey and Wendi Siers
Honorable Mentions:
“Affirming Gender Diversity Through English Education: Integration, Inquiry, And Inclusion” by Ryan Schey, Dean Bavisotto, Mollie Blackburn, Katherine Mason Cramer, Ellie Desprez, Danielle Lee, and Heather Mcentarfer
“Excavating Erased Histories as Culturally Sustaining Instruction” by Zander Nowell and Alexandria Smith
2022
“Se hace camino al andar: Translanguaging Pedagogy for Justice” (Vol. 111 No. 5, May 2022) by Luz Yadira Herrera and Carla España
Honorable Mention:
“An Archeology of Self for Our Times: Another Talk to Teachers” (Vol. 111 No. 5, May 2022) by Yolanda Sealey-Ruiz
2021
“#TeenPoetsMatter: Writing Critical Micropoems as Urban Social Critiques” (Vol. 110, No. 2, November 2020) by Jevon Delexander Hunter and Gliset Colón
Honorable Mention:
“Looking Inward and Outward: Fostering Introspective Argumentation“ (Vol. 110, No. 4, March 2021) by Eileen Shanahan and Min-Young Kim
2020
“Explicitly Teaching Listening in the ELA Curriculum: Why & How” (Vol. 109, No. 6, July 2020) by Katie Alford
Honorable Mention:
“Analyzing Disruptive Memes in an Age of International Interference” (Vol. 109, No. 4, March 2020) by Darren Crovitz and Clarice Moran
2019
“The Poet and Me, the Writer and You“. (Vol. 108, No. 4, March 2019) by Tom Romano
2018
“’Loving Blackness to Death’: (Re)Imagining ELA Classrooms in a Time of Racial Chaos” (Vol. 106, No. 4, March 2017)
Authors:
Lamar L. Johnson, Assistant Professor of English, Michigan State University, East Lansing
Johnnie Jackson, Assistant Professor of English, Woosong University, Daejeon, South Korea
David O. Stovall, PhD, Professor of Educational Policy Studies and African American Studies, University of Illinois at Chicago
Denise Taliaferro Baszile, Associate Dean for Student Service and Diversity, Miami University
Honorable Mention:
“Native Feminisms in Motion” (Vol. 106, No. 1, September 2016) by Leilani Sabzalian, Postdoctoral Scholar of Indigenous Education, University of Oregon
2016
“Manga and the Autistic Mind” (Vol. 105, No. 1, September 2015) by Robert Rozema, Grand Valley State University, Allendale, Michigan
Honorable Mentions:
“Cultivating Creativity” (Vol. 104, No. 6, July 2015) by Donna L. Miller, Aaniiih Nakoda College, Harlem, Montana
“From the Scroll to the Screen: Why Letters, Then and Now, Matter” (Vol. 105, No. 4, March 2016) by Amy Maupin, Transylvania University, Lexington, Kentucky