Thea Williamson
5000 BATTEN ARTS & LETTERS
NORFOLK, 23529
Assistant Professor of English Education. I have taught English and rhetoric at secondary and collegiate levels and worked with multilingual learners in Miami, New York City, Austin, and the Eastern Shore of Maryland. I am a literacy educator passionate about research and people using writing as a tool for thinking, a vehicle for personal and creative expression, a way to share and disseminate knowledge, and a way to contribute to social change. Soy bilingue y un advocate for multilingual writers across contexts.
Ph.D. in Curriculum & Instruction, University of Texas at Austin, (2018)
M.Ed. in Curriculum & Instruction, University of Texas at Austin, (2012)
B.A. in Spanish & Comparative Literature, Haverford College, (2004)
Research Interests
I am interested in the sociopolitical dimensions of English Language Arts in culturally and linguistically diverse secondary school contexts as well as writing pedagogy. My research highlights the importance of critical, race-conscious approaches to English Language Arts and has recently appeared in Research in the Teaching of English, College English, English Journal, and English Teaching: Practice and Critique. Current projects include a collaboration exploring how Ethnic Studies frameworks can inform English teaching and curriculum, a critical integrative review of research about multilingual adolescents’ literacy, and a discourse analysis of secondary teachers' and students' perspectives on English as a discipline.
Articles
- Quintana Wulf, I. and Williamson, T. Church. (2024). Stories and Counterstories in Literature Teaching: A Critical Race Curriculum Analysis. College English 87 (1) , pp. 29-46.
- Williamson, T. Church. and Clemons, A. (2023). Illustrating linguistic dexterity in “English mostly” spaces: How translanguaging can support academic writing in secondary ELA classrooms.. English Teaching: Practice & Critique 22 (1) , pp. 79-95.
- Williamson, T. Church. (2023). Experiences of alienation and intimacy: The work of secondary writing instruction. Research in the Teaching of English 57 (3) , pp. 271-293.
- Williamson, T. Church., LeeKeenan, K. and Peixoto, S. (2020). More, Faster, Neater: Middle School Students’ Self‐Assessed Literacy Concerns. Journal of Adolescent & Adult Literacy 64 (3) , pp. 291-300.
- Williamson, T. Church. (2019). Authoring Selves in School: Adolescent Writing Identity. Literacy Research: Theory, Method, and Practice 68 (1) , pp. 250-270.
- Skerrett, A., Williamson, T. Church., Warrington, A., Salmerón, C. and Brady, R. Beth. (2019). The Intersections of Identities and Justice-Oriented Efforts of Urban Literacy Educators. Literacy Research: Theory, Method, and Practice 68 (1) , pp. 183-204.
- Williamson, T. Church. and Warrington, A. (2019). “Where to Take Risks and Where to Lay Low”: Tensions between Preservice Teacher Learning and Program Ideological Coherence. Action in Teacher Education 41 (3) , pp. 265-283.
- Williamson, T. Church. (2017). Listening to many voices: Enacting social justice literacy curriculum. Teaching and Teacher Education 61 , pp. 104-114.
- Skerrett, A. and Williamson, T. Church. (2015). Reconceptualizing Professional Communities for Preservice Urban Teachers. The Urban Review 47 (4) , pp. 579-600.