Dr. Jonna Perrillo
I am associate professor of English Education and the Director of the English Education program. My academic training is in both English education and education history methods. I teach courses on young adult literature and English teaching methods for pre-service teachers and graduate seminars on backwards design, secondary-level composition, education and the media, and education history.
My first book, Uncivil Rights: Teachers, Unions, and Race in the Battle for School Equity examines the relationship between teachers and civil rights campaigns for equal schools in New York City over a seventy year period. The book received the American Education Research Association’s New Scholar’s Book Award in 2013.
With funding from the Spencer Foundation and the University of Texas at El Paso, I am now working on a book manuscript entitled Educating the Enemy: Teaching Germans and Mexicans in the Cold War Borderlands.
From 2005 to 2011, I directed the West Texas Writing Project, a branch of the National Writing Project. I now serve as the council historian for the National Council of Teachers of English, for which I write a quarterly blog on some aspect of the NCTE’s history. In both my teaching and the blog, my goal is to interest and aid teachers in understanding how the past can shed light on contemporary education policies and issues as well as on their own pedagogy.
- The History of Education in the U.S.
- The History of Teaching English
- Composition Pedagogy
- Teachers' Professional Writing and Development
- Education Writing and Reporting
"At Home on the Range: Cowboy Culture, Indians, and the Assimilation of Enemy Children in the Cold War Borderlands," American Quarterly 71 (December 2019): 945-967.
"Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership." Ansley Erickson and Ernest Morrell, eds., Educating Harlem: A Century of Schooling and Resistance in a Black Community (Columbia University Press, 2019), 119-137.
“Once Again, Texas’ Board of Education Exposed How Poorly We Teach History,” Washington Post, September 21, 2018.
"Between the School and the Academy: The Struggle to Promote Practitioner-Based Education Research at Columbia University's Lincoln School, 1917-1935." History of Education Quarterly 54 (February 2016): 90-114.
"The Popularization of High School Poetry Instruction, 1920-1940." Research in the Teaching of English (August 2015): 111-118.
Uncivil Rights: Teachers, Unions, and Race in the Battle for School Equity (University of Chicago Press, 2012).
"Writing for the Public: Teacher Advocacy as a Pathway to Professional Development." English Education (October 2010): 10-32.
"White Teachers and the 'Black Psyche': Interculturalism and the Psychology of Race in the New York City High Schools, 1941-1954." Barbara Beatty, Emily Cahan, Julia Grant eds., When Science Encounters the Child: Education, Parenting, and Child Welfare in Twentieth-Century America (New York: Teachers College Press, 2006): 157-174.
Beyond 'Progressive' Reform: Bodies, Discipline, and the Construction of the Professional Teacher in Interwar America." History of Education Quarterly (Fall 2004): 337-363. Henry Barnard Prize, the History of Education Society, 2003.
Selected NCTE Blogs
- Standardizing College Readiness
- Teaching, Feminism, and School Rule
- Native Education and the Pursuit of Happiness
- Teaching Resistance in Unjust Times
- Real Teaching in a Time of Fake News
UTEP Faculty Profile: http://academics.utep.edu/Default.aspx?tabid=70104&ID=jperrillo