Faculty and Staff Directory » Jeanne Dyches

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jdyches


Title: Assistant Professor
Department: School of Education

Office: 1720b Lagomarcino 901 Stange Rd., Ames, IA 50011
Phone number: +1 515 294 9764
Email: jdyches@iastate.edu

View resume/vita

Research interests

  • secondary literacies
  • social justice
  • curriculum
  • critical disciplinary literacies 
  • qualitative methodologies 

Education

Ph.D., 2016, University of North Carolina at Chapel Hill, Culture, Curriculum & Change (Education)

M.Ed., 2011, NC State University, New Literacies and Global Learning (English Education)

B.A., 2008, NC State University, English, Teacher Education


Scholarly Interests & Leadership 

A former high school English teacher and literacy coach, I conceptualize teachers as powerful change agents capable of using their literacy classrooms as transformative spaces in which to disrupt inequities. Broadly, my research investigates the possibilities for cultivating literacy teachers’ culturally responsive literacy practices; more specifically, I am interested in:

  • tensions and synergies between canonical curricula and equity-oriented pedagogies;
  • subversive literacy practices;
  • and promoting and sustaining critical teacher reflection processes.

My recent and forthcoming publications come from Harvard Educational Review, Journal of Literacy Research, Journal of Teacher Education, Urban Review, Changing English, and High School Journal. 

My current projects investigate the role of intent in nuancing teachers' culturally responsive teaching characteristics; explore how models of critical disciplinary literacy can help students analyze genderized discourses in Supreme Court-issued legal decisions; examine students' experiences reading canonical literature through critical race theory lenses; develop and analyze a critical canon pedagogy professional development model that helps ELA teachers learn about the histories and hegemonies of their discipline; and support teachers as they develop the discipline-specific knowledges and skills needed to teach “traditional” curricula in ways that acknowledge and challenge whiteness. Projects with my ISU doctoral students involve a critical content analysis of nationally-implemented reading interventions and redesigning the conceptual framework of TPACK to account for social justice knowledges. 


Professional Leadership 

I teach undergraduate and graduate courses related to literacy and social justice and supervise master's and doctoral students from a range of professional backgrounds and trajectories. I am the faculty designer and supervisor of the Disciplinary Literacy in Rome study abroad program. In addition to my teaching and research commitments, I also serve as the faculty advisor of the Future Teachers Education Association; co-lead the Language, Literacy, and Learning program; and serve on the Education for Social Justice progam's administrative team. Along with Dr. Brandon Sams, I will be co-chairing the American Reading Forum's 2020 annual conference. 


Select Honors and Awards

2020 Critical Issues in Curriculum and Cultural Studies SIG's Early Career Award, American Educational Research Association

2019 Thomas N. Urban Research Award, Iowa Academy of Education

2012 Teacher of Teachers Award, Southeast Raleigh Magnet High School

2011 Valedictorian, Master’s in Education, NC State University

2010 Fellow, Capital Area Writing Project, NC State University

2009 Diane Kent-Parker First Year Teacher Award, Southeast Raleigh Magnet High School; Finalist for Wake County Public Schools

2008 North Carolina Teaching Fellow, Magna Cum Laude, NC State University


Courses Taught

EDUC 569X: Critical Disciplinary Litearacies across the Content Areas (Spring 2020)

EL PS 620 Social Justice Theory, Research, and Praxis (Fall 2017/18/19; Spring 2019)

CI 395/595 Teaching Disciplinary Literacy (Fall 2016/18/19; Spring 2020)

CI 475/575X Disciplinary Literacy in Rome (Summer 2018)

CI 557X Leadership in Disciplinary Literacy (Fall 2017)

CI 555 Literacy, Leadership, and Advocacy (Summer 2017/18)

CI 565 Literacy: Connecting Research, Policy, & Practice (Spring 2017/18/19)

CI 554 Reading and Responding to Children’s Literature (Fall 2016)


Select Recent and Forthcoming Publications

Dyches, J., Sams, B., & Boyd, A. (Eds.). (2020). Acts of Resistance: Subversive Teaching in the English Language Arts Classroom. Myers Press. 

Dyches, J. (2018). Critical Canon Pedagogy: Applying disciplinary inquiry to cultivate canonical critical consciousness. Harvard Educational Review, 88(4), 538-564.

Dyches, J. Shattering literary windows and mirrors: Creating prismatic canonical experiences for (and with) British literature students. In Macaluso, M. & Macaluso, K. (Eds.) Teaching the Canon in 21st Century Classrooms: Challenging Genres (pp. 35-49). Brill Sense Publishers: Leiden, Netherlands.

Dyches, J. (2018). Investigating curricular injustices to uncover the injustices of curricula: Curriculum evaluation as critical disciplinary literacy practice. High School Journal (101)4, 236-250.

Dyches, J., & Sams, B. (2018). Reconciling competing missions of English education for socially just futures: A story of pedagogical realism. Changing English (25)4, 370-383.

Dyches, J. (2018). Particularizing the tensions between canonical and bodily discourses. Journal of Literacy Research, 50(20), 239-261.

Dyches, J., & Boyd, A. (2017). Foregrounding equity in teacher education: Toward a model of Social Justice Pedagogical and Content Knowledge (SJPACK). Journal of Teacher Education, 68(5), 476-490.

Dyches, J. (2017). Shaking off Shakespeare: A White teacher, urban students, and the mediating powers of a canonical counter-curriculum. Urban Review, 49(2), 300-325


Recent and Forthcoming National/International Conference Presentations

Dyches, J., & Thomas, D. (April, 2020). Unsettling the “White Savior” Tradition: Reading Huck Finn through a Critical Race Theory Lens. Paper accepted to the 104th annual meeting of the American Educational Research Association. San Francisco, CA.

Dyches, J., & Thomas, D, & Sams, B. (April, 2020). “It’s Not Intentional”: Contradictions in Culturally Responsive Teaching. Paper accepted to the 104th annual meeting of the American Educational Research Association. San Francisco, CA.

Dyches. J. & Gunderson, M. P. (August, 2019). A Critical Disciplinary Literacy Approach to Analyzing Legal Decisions in a Social Studies Classroom. Paper presented at the CPH 2019 Conference on Literacy (18th Nordic Literacy Conference & 21st European Conference on Literacy). Copenhagen, Denmark.

Dyches, J., & Sams, B. (April, 2019). Negotiating the Traditional and the Idealistic: A Narrative Inquiry Approach to Pedagogical Realism. Paper presented at the 103rd annual meeting of the American Educational Research Association. Toronto, Canada.

Dyches, J., Boyd, A. (November, 2018). Differentiating Agentive Literacy Teacher Education: Cultivating Critical Reflection Skills to Expand Culturally Responsive Literacy Practices. Paper presented at the 68th annual meeting of the Literacy Research Association. Indian Wells, CA.   

Stringfield, S.R. & Dyches, J. (November, 2018). Investigating How Intertextual Transactions Disrupt Systems of Oppression. Paper presented at the 68th annual meeting of the Literacy Research Association. Indian Wells, CA.   

Dyches, J. (April, 2018). Disrupting Canonical Instruction: Resisting Whiteness through Critical Canon Pedagogy. Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.

Boyd, A. & Dyches, J. (November, 2018). Complicating Pedagogical Content Knowledge and Equity: Case Studies of Social Justice Pedagogical and Content Knowledge (SJPACK). Paper presented at the annual meeting of the American Educational Studies Association. Greenville, SC.

Dyches, J. & Boyd, A. (April, 2018). Imagining New Possibilities for Teacher Preparation: An Empirical Examination of Social Justice Pedagogical and Content Knowledge (SJPACK). Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.

Dyches, J., & Sams, B. (April, 2018). Transformative Curricula, Progressive Pedagogy: Teaching Canonical and Young Adult Literature for a Socially Just Future. Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.

Sams, B., & Dyches, J. (April, 2018). (Un)Faking It:  Supporting Critical Reflection in Pre-Service Teacher Education through Reflective Writing Practice. Paper presented at the 102nd annual meeting of the American Educational Research Association. New York, NY.