NCTEAR 2027 Conference
“Radical Possibilities and Revolutionary Love: Honoring the Literacies and Legacy of Dr. Ernest Morrell”
February 5 - 7, 2027
Berkeley School of Education, University of California, Berkeley, Berkeley, CA
Call for Proposals
Proposals Due Date: September 15th, 2026, at 11:59 PM
“Radical Possibilities and Revolutionary Love: Honoring the Literacies and Legacy of Dr. Ernest Morrell”
February 5 - 7, 2027
Berkeley School of Education, University of California, Berkeley, Berkeley, CA
Call for Proposals
Proposals Due Date: September 15th, 2026, at 11:59 PM
"Those who believe in a critical English education see language and literacy learning as political acts, realize literacy as tied to power relations in society, and recognize literacy educators as political agents capable of developing skills which enable academic transformation and social change."
Ernest Morrell (2005)
Ernest Morrell (2005)
On February 4, 2026, the field of education lost a giant, a visionary scholar, and a deeply beloved mentor and writer within the field of English education. Dr. Ernest Morrell’s groundbreaking work revolutionized how we understand youth popular culture, English education, youth participatory action research (YPAR), critical pedagogy, and critical literacy education. Critical literacy, according to Morrell (2008), “is necessary not only for the critical navigation of hegemonic discourses . . . …[but] is also essential to the redefining of the self and the transformation of oppressive social structures and relations of production” (p. 5).
Inspired by the wisdom of the late Dr. Ernest Morrell, who reminds us to "recognize literacy educators as political agents" capable of fostering social change, the 2027 NCTEAR conference envisions a transformative gathering of literacy scholars, educators, and community members, united by a shared commitment to the principles of love and justice in research and teaching. For the late education scholar Dr. Ernest Morrell, "revolutionary love" refers to a fierce, unyielding dedication to students that empowers them to radically change their communities, and includes radical dedication, humanizing pedagogies and civic emancipation. Revolutionary love is an active commitment built on recognizing the brilliance in every young person and stopping at nothing to help them learn. To honor his profound legacy, we invite submissions that celebrate, engage, and extend his life’s work.
Our conference theme "Radical Possibilities and Revolutionary Love: Honoring the Literacies and Legacy of Dr. Ernest Morrell" aims to highlight the profound impact of revolutionary love (Morrell, 2014) and fostering critical English education approaches (2005) in the English language arts (ELA) classroom and greater ELA teacher education. In these challenging times, when the very essence of literature, literacies, and freedom of speech are under attack in P-12 classrooms, school boards, and college campuses, we are called to ask: What does love got to do with it? What does revolutionary love mean when it's manifested by an English Teacher? How can we develop pedagogies and scholarship founded on love for students, families and communities? How can community, literacy, and activism be sources of hope in these trying times?
Our theme, Radical Possibilities and Revolutionary Love: Honoring the Literacies and Legacy of Dr. Ernest Morrell" invites submissions that address the following questions:
o How are emancipatory literacies being practiced inside and outside of classrooms?
o How can revolutionary love be enacted as a pedagogical and scholarly stance in literacy education to affirm students’ identities, languages, and literacies?
o In what ways can critical literacy scholarship challenge educational policies and practices that suppress freedom of speech, cultural expression, and critical inquiry?
o What does it mean and look like to “recognize literacy educators as political agents capable of developing skills which enable academic transformation and social change” in literacy classrooms, research spaces, and communities?
o How are educators and scholars using participatory and community-based methodologies to uplift Indigenous, Black, Latinx, Asian, and Arab literacies and languages in the face of systemic oppression?
o What does revolutionary love look like in classrooms that engage with critical literacy practices?
o What does revolutionary love look like in literacy research that is community-engaged, justice-driven, and rooted in solidarity?
Presenters are encouraged to explore answers to these questions and others from various contexts of pre-K-16 English language arts education and literacy research, including after-school and community settings, as well as alongside multilingual leaners and families.
Please consider submitting a proposal for NCTEAR 2026, attending the in-person conference on February 5-7, 2027, and contributing to these discussions.
Proposals are due by September 15, 2026, at 11:59 PM EST. To submit your proposals, please go to link.
Direct URL: https://docs.google.com/forms/d/e/1FAIpQLSfZa9V0-kmy9xMlpS5w9BhbDeEioI1nkJhNzThsqsT5zd-TZw/viewform
Consider applying for the NCTEAR travel award as well. Application due date October 31, 2026. https://www.nctear.org/nctear-travel-award.html
Inspired by the wisdom of the late Dr. Ernest Morrell, who reminds us to "recognize literacy educators as political agents" capable of fostering social change, the 2027 NCTEAR conference envisions a transformative gathering of literacy scholars, educators, and community members, united by a shared commitment to the principles of love and justice in research and teaching. For the late education scholar Dr. Ernest Morrell, "revolutionary love" refers to a fierce, unyielding dedication to students that empowers them to radically change their communities, and includes radical dedication, humanizing pedagogies and civic emancipation. Revolutionary love is an active commitment built on recognizing the brilliance in every young person and stopping at nothing to help them learn. To honor his profound legacy, we invite submissions that celebrate, engage, and extend his life’s work.
Our conference theme "Radical Possibilities and Revolutionary Love: Honoring the Literacies and Legacy of Dr. Ernest Morrell" aims to highlight the profound impact of revolutionary love (Morrell, 2014) and fostering critical English education approaches (2005) in the English language arts (ELA) classroom and greater ELA teacher education. In these challenging times, when the very essence of literature, literacies, and freedom of speech are under attack in P-12 classrooms, school boards, and college campuses, we are called to ask: What does love got to do with it? What does revolutionary love mean when it's manifested by an English Teacher? How can we develop pedagogies and scholarship founded on love for students, families and communities? How can community, literacy, and activism be sources of hope in these trying times?
Our theme, Radical Possibilities and Revolutionary Love: Honoring the Literacies and Legacy of Dr. Ernest Morrell" invites submissions that address the following questions:
o How are emancipatory literacies being practiced inside and outside of classrooms?
o How can revolutionary love be enacted as a pedagogical and scholarly stance in literacy education to affirm students’ identities, languages, and literacies?
o In what ways can critical literacy scholarship challenge educational policies and practices that suppress freedom of speech, cultural expression, and critical inquiry?
o What does it mean and look like to “recognize literacy educators as political agents capable of developing skills which enable academic transformation and social change” in literacy classrooms, research spaces, and communities?
o How are educators and scholars using participatory and community-based methodologies to uplift Indigenous, Black, Latinx, Asian, and Arab literacies and languages in the face of systemic oppression?
o What does revolutionary love look like in classrooms that engage with critical literacy practices?
o What does revolutionary love look like in literacy research that is community-engaged, justice-driven, and rooted in solidarity?
Presenters are encouraged to explore answers to these questions and others from various contexts of pre-K-16 English language arts education and literacy research, including after-school and community settings, as well as alongside multilingual leaners and families.
Please consider submitting a proposal for NCTEAR 2026, attending the in-person conference on February 5-7, 2027, and contributing to these discussions.
Proposals are due by September 15, 2026, at 11:59 PM EST. To submit your proposals, please go to link.
Direct URL: https://docs.google.com/forms/d/e/1FAIpQLSfZa9V0-kmy9xMlpS5w9BhbDeEioI1nkJhNzThsqsT5zd-TZw/viewform
Consider applying for the NCTEAR travel award as well. Application due date October 31, 2026. https://www.nctear.org/nctear-travel-award.html
Submission Guidelines
For this year’s conference, we will be using Google Forms for proposal submissions. Please follow the steps below to submit your proposal. You may also access these instructions as a pdf.
If you are experiencing technical difficulties submitting your proposal, please contact us at [email protected].
Timeline
- Conference proposals due September 15, 2026
- Notification of conference proposal acceptance November 15, 2026
Required Information for Proposals
You will be asked for the following information when submitting your proposal for NCTEAR 2027:
- Author(s) and//or Presenter(s)
- Corresponding author
- Authorship order
- Proposal title
- Session format
- Individual paper
- Symposia
- Roundtable
- Alternative format
- Session abstract
- Keywords
- Full proposal w/references
Submitting your Proposal
- Access the proposal submission form from this link.
- You will see the Call for Proposals on the first page, with a button that says “Proceed to Submission” at the bottom.
- Please fill in all fields on the submission form.
- When asked to indicate the corresponding author, please enter in only one email address.
- At the end of the form, you may indicate any audio-visual requirements or accessibility accommodations you require for your session.
- Click on the “Submit” button. You will receive a confirmation e-mail of your submission and a copy of your proposal.
Strands
(1) Research Strand
These presentations will showcase research findings related to language and literacy, addressing compelling questions, tensions, and uncertainties—both within individual projects and in the broader field.
(2) Research to Practice Strand
These presentations will focus on specific, interactive teaching practices or research findings related to literacy instruction. They will emphasize collaboration among educational partners, including schools, community organizations, and higher education institutions. Sessions should highlight innovative strategies that honor the diverse literacies and languages of Black, Latinx, Asian, and Indigenous students in schools and communities.
- Early Childhood, Elementary, Middle, Secondary, College.
Submission Types
(1) Individual Papers
We invite proposals for individual papers that explore compelling questions, tensions, and uncertainties—both within specific projects and across the field—that focus on narratives of hope. While conferences are often a space for sharing projects in a linear, tidy manner, we encourage presenters to consider the messy, complex, and untidy aspects in their proposals, and to do so in ways that are interactive and generative.
Proposals for individual papers can present empirical or conceptual work. They must include:
- Title
- 100-150 word abstract
- For empirical research: question(s) or purpose(s), methodology, theoretical framework, findings, and a brief discussion of the central questions, tensions, and/or uncertainties explored.
- For conceptual work: a clear description of the theoretical or conceptual argument, its basis or warrants, and its contribution to the field.
Proposals should be clearly written and no more than 800 words in length in length (excluding references). All proposals for individual papers will undergo a masked review, so no identifying information should be included.
(2) Symposia
A symposium includes a series of three presentations plus a chair (and discussant if desired). The presentations should be related (e.g., addressing a topic from multiple perspectives or reporting different aspects of a larger study) and aim to foster interactive, generative discussion that advances social change in literacy research. We especially welcome symposia proposals that explore questions, tensions, and uncertainties in ways that promote dialogue among presenters and attendees.
Proposals for a symposium should include:
- Title
- 100-150 word abstract
- A description of the symposium, including titles and descriptions of the individual papers—covering questions or purposes, methodology, theoretical framework, findings, and a brief discussion of central themes and uncertainties.
Proposals should be clearly written and no more than 800 words in length (excluding references).
(3) Roundtables
Our works-in-progress roundtable sessions are designed for presenters to share ongoing empirical work with a small group of colleagues and engage in extended discussions.
Proposals for a work-in-progress roundtable should include:
- Title
- 100-150 word abstract
- A description of the work, including research question(s)/purpose(s), theoretical framework, methodology, and the data to be shared.
Proposals should be clearly written and no more than 800 words in length (excluding references).
(4) Alternative Format Sessions
We invite proposals for sessions using formats other than those above (e.g., performances, visual or multimodal representations, immersive theater, installations, etc.). These sessions should last no longer than 90 minutes.
Proposals for alternative format sessions should include the following:
- A cover sheet
- A title
- A 100-150 word abstract
- A clear description of the session
- A list of participants including names, affiliations, and emails
Proposals should be clearly written and no more than 800 words in length (excluding references). The review for alternative format sessions is not masked, so including identifying information is allowed.