"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.
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.
Consider applying for the NCTEAR travel award as well. Application due date October 31, 2026. https://www.nctear.org/nctear-travel-award.html