Vita
JOHN WESLEY WHITE
Assistant Professor
Literacy/English Education & Foundations of Education
College of Education and Human Services
University of North Florida
1 UNF Drive
Jacksonville, Florida 32224
ABBREVIATED CURRICULUM VITA
Education
2003-2004 Postdoctoral Fellowship, University of Colorado at Boulder
Promoting literacy development for diverse elementary students
2003 Ph.D., School of Education, University of Colorado at Boulder
Secondary Literacy & Social Foundations of Education
1996 M.A., Southern Methodist University
English Literature
1993 B.A., University of North Carolina at Greensboro
English
1990 B.A., Wake Forest University
Political Science
Research and Teaching Interests
Sociolinguistics, literacy, and identity; cultural and linguistic hegemony Teacher Education (literacy and secondary language arts) & Foundations of Education (history, philosophy, sociology, pedagogy, curriculum theories, critical pedagogy); Academic Literacy
University Teaching
Southern Methodist University
University of Colorado at Boulder
Regis University
University of North Florida
See Full Vita for Details of Courses Taught
K-12 Teaching
Colorado High School Charter, Denver CO (10-12th Grade English)
Spangler Elementary School, Longmont CO (elementary literacy program director)
Research Experience & Agenda
• Academic literacy and school ‘cultural capital’
• Critical Literacy & pedagogy
• Secondary English/literacy methods and issues (expanding the curriculum and “what
counts” as English classroom content)
• Pedagogy & culturally-relevant curriculum for diverse high school students
• Controversial social and cultural issues in secondary classroom curriculum and discourse
• Professional Development Schools and Professional Learning Communities
Select Publications
White, J. (2011, March). De-centering English in the English classroom: Using texts to highlight the dynamic nature of the English language and to promote the teaching of code-switching. English Journal 100(4).
White, J. & Lowenthal, P. (2011, Winter). Collegiate “codes of power”: Minorities, discourse, and identity as requisites for college inclusion and success. Review of Higher Education, 34(2).
White, J. (accepted for publication). Resistance to classroom participation: Minority students, academic discourse, cultural conflicts, and issues of representation in whole class discussions. Journal of Language, Identity, and Education.
White, J. & Lowenthal, P. (2009). The cyclical rhetoric of educational reform and the rationalization of a failed zeitgeist. eJournal of Educational Policy.
Lowenthal, P., & White, J. (2008). Enterprise models. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed.). Information Science Reference.
Lowenthal, P. & White, J. (2008). [Review of the book The Cognitive style of PowerPoint: Pitching out corrupts within]. Education Review: A Journal of Book Reviews.
White, J. (2007). Sociolinguistic challenges to minority collegiate success: Entering the discourse community of the college. In A. Seidman (Ed.), Minority Student Retention: The Best of the Journal of College Student Renention: Research, Theory & Practice (pp. 271-295). Amityville, NY: Baywood Publishing Company.
White, J. (2005). Sociolinguistic challenges to minority collegiate success: Entering the discourse community of the college. Journal of College Student Retention: Research, Theory & Practice, 6 (4), 369-393.
McGinley, W., Conley, K., & White, J. (2000). Pedagogy for the few: Book club discussion guides and the modern book industry as literacy teacher. Journal of Adolescent and Adult Literacy, 44(3), 204-214.
Presentations (Juried)
American Educational Research Association Paper Presentations: 2009, 2008, 2007, 2005, 2006, 2005, 2004, 2003, 2001, 2000
National Council of Teachers of English: 2007
Equity in education: Moving beyond the rhetoric (Ann Arbor, MI): 2000
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