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Assistant Professor, WSU-Pullman Ashley Boyd


Ashley S. Boyd is Assistant Professor of English Education at Washington State University where she teaches graduate courses on critical and cultural theory and undergraduate courses on English Methods and Young Adult Literature. A former secondary English language arts teacher, Ashley’s current scholarship examines practicing teachers’ social justice pedagogies and their critical content knowledge; explores how young adult literature is an avenue for cultivating students’ critical literacies; and investigates the implementation of state-mandated tribal curriculum in secondary schools in Washington.  Her book with Teachers College Press, Social Justice Literacies in the English Classroom:  Teaching Practice in Action, analyzes case studies of practicing English teachers to identify specific pedagogic approaches for advancing equity both inside and outside of the classroom.  She has published in the Journal of Teacher Education, English Journal, Educational Studies, the International Journal of Critical Pedagogy, and the ALAN Review. 


Selected Publications

  • Boyd, A.  (2017).  Social justice literacies in the English classroom:  Teaching practice inaction.  New York, NY:  Teachers College Press.
  • Boyd, A. & Bereiter, T. (2017). ‘I don’t really know what a fair portrayal is and what astereotype is’:  Pluralizing transgender narratives with young adult literature.  English Journal, 107 (1), 13-18.
  • Dyches, J. & Boyd, A.  (2017).  Foregrounding equity in teacher education: Toward a model of social justice pedagogical and content knowledge (SJPACK).  Journal of Teacher Education, DOI: 10.1177/0022487117705097.
  • Boyd, A. & Dyches, J.  (2017).  Taking down walls:  Countering dominant narratives of the immigrant experience through the teaching of Enrique’s Journey.  The ALAN Review, 42(2), 31-42
  • Boyd, A. & Glazier, J.  (2017).  The choreography of conversation:  An exploration of collaboration and difficult discussions in cross disciplinary teacher discourse communities.  The High School Journal, 100 (2), 130-145.
  • Boyd, A., La Garry, A., & Cain, J.  (2016).  Moving from self to system: A framework for social justice centered on issues and action.  International Journal of Critical Pedagogy, 7 (2), 171-197.
  • Boyd, A. (2016).  Deconstructing a new teacher savior:  Paladins and politics in Won’t BackDown.  In M. Schoffner, (Ed.), Exploring teachers in fiction and film:  Saviors, scapegoats and schoolmarms (pp. 160-170).  New York: Routledge.