Graduation Term

Fall 2025

Degree Name

Master of Arts (MA)

Department

Department of English

Committee Chair

Danielle Lillge

Committee Member

Maggie Morris Davis

Abstract

This teacher-research study explores sticking points that emerge in my high school English language arts (ELA) classroom as a way of aligning my practice with my socially just ELA teaching framework, especially in my early career years. Using qualitative methods to focus on my classroom interactions with students, two specific sticking points emerged as significant to my learning. Although I initially interpreted these sticking points as being between the students and me, my analysis revealed that the sticking points were actually a result of my socially just framework being challenged by my own enactment of it. Learning to reframe these sticking points by analyzing them from multiple perspectives enabled me to critically reevaluate my own practice and identify areas where it was not in alignment with my framework. By continuing to study sticking points and analyze my own practice, I will continue to grow my framework to include new aspects of what it means to practice socially just ELA education and to continue to make sure that my teaching choices are aligned with my framework.

Access Type

Thesis-Open Access

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