Fecho, Bob (raf2187)Skip to content Skip to main navigation
Books, Authored and Co-authored
Fecho, B., & Clifton, J. (2017). Dialoguing across cultures, identities, and learning: Crosscurrents and complexities in literacy classrooms. New York: Routledge.
Beach, R., Appleman, D., Fecho, B., & Simon, R. (2016). Teaching literature to adolescents (3rd edition). New York: Routledge.
Fecho, B. (2011). Teaching for the students: Habits of heart, mind, and practice in engaged classrooms. New York: Teachers College Press.
Fecho, B. (2011). Writing in the dialogical classroom: Students and teachers responding to the texts of their lives. Urbana, IL: National Council of Teachers of English.
Fecho, B. (2004). “Is this English?”Race, language, and culture in the classroom. New York: Teachers College Press.
Fecho, B., Falter, M., & Hong, X. (2016). Teaching outside the box and inside the standards: Making room for dialogue. New York: Teachers College Press.
Coombs, D., Park, H. Y., & Fecho, B. (2014). A silence that wants to be heard: Suburban Korean American students in dialogue with invisibility. Race, Ethnicity, and Education, 17(2), 242-263.
Fecho, B. (2013). Globalization, localization, uncertainty and wobble: Implications for education. International Journal of Dialogical Science, 7(1), 115-128.
Fecho, B. (2013). Literacy practice and the dialogical self: Isaac making meaning, Journal of Constructivist Psychology, 26(2), 127-136.
Fecho, B., Collier, N. C., Friese, E. E. G., & Wilson, A. A. (2010). Critical conversations: Tensions and opportunities of the dialogical classroom. English Education, 42(4), 427-447.
Fecho, B., & Botzakis, S. (2007). Feasts of becoming: Imagining a literacy classroom based on dialogic beliefs. Journal of Adolescent & Adult Literacy, 50 (7), 548-558.
Fecho, B., Price, K., & Read, C. (2004). From Tununak to Beaufort: Taking a critical inquiry stance as a first year teacher. English Education, 36 (4), 263-288.
Fecho, B. (2003). Yeki bood/yeki na bood: Writing and publishing as a teacher researcher. Research in the Teaching of English, 37 (3), 282-294.
Fecho, B. (2001). “Why are you doing this?” Acknowledging and transcending threat in critical inquiry classrooms. Research in the Teaching of English, 36 (1), 9-37.
Schultz, K., & Fecho, B. (2000). Society’s child: Social context and writing development. Educational Psychologist, 35 (1), 51-62.
Fecho, B. (2000). Critical inquiries into language in an urban classroom. Research in the Teaching of English, 34 (3), 368-395.
Clifton, J., & Fecho, B. (2018). Being, doing, and becoming: Fostering possibilities for agentive dialogue. In. H. Hermans & F. Meijers (Eds.). The Dialogical Self Theory in education: A multicultural perspective. New York: Springer Publishing.
Fecho, B., Whitley, J., & Landry, S. (2017) Avoiding the cheapest room in the house: Dialoguing through fear of dialogical practice. In K. Hinchman & D. Appleman (Eds.). Adolescent Literacies: A handbook of practice-based research. (pp. 215-234). New York: Guilford Publishing.
Fecho, B., Davis, B., & Moore, R. (2006). Exploring race, language, and culture in critical literacy classrooms. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents' lives (2nd ed.) (pp 187-204). Mahwah, NJ: Lawrence Erlbaum Associates. (70% contribution).
Fecho, B., Allen, J., Mazaros, C., & Inyega, H. (2005). Teacher research in writing classrooms. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 108-140). New York: Teachers College Press. (40% contribution).
Bob Fecho earned his Ph.D. in Reading, Writing, and Literacy from the University of Pennsylvania, his M.A. Ed. From Beaver College (now Arcadia University), and B.A. from the Pennsylvania State University. Since 1998, Bob has been a member of the faculty of the College of Education at the University of Georgia where, in addition to being a full professor, he has been a writing project director, program coordinator, and department head. His books include Teaching for the Students: Habits of Heart, Mind, and Practice in the Engaged Classroom and “Is This English?” Race, Language, and Culture in the Classroom, the latter of which received the James N. Britton Award (CEE/NCTE) recognizing exemplary studies published by English/language arts teachers. Bob has also received the Richard Meade Award for Education Research (CEE), as well as the Alan C. Purves Award (NCTE), which honors articles published in Research in the Teaching of English most likely to influence classroom practice. While at Teachers College, Bob will continue to focus on issues of language, identity, sociocultural perspectives, and dialogical pedagogy as they relate to adolescent literacy among marginalized populations.
Selected as mentor for a promising scholar of color as part of the National Council of Teachers of English Cultivating New Voices initiative, one of 14 mentors selected for this cohort from a national pool of literacy education scholars.
Named Aderhold Distinguished Professor for exemplary contributions to teaching, research, and service. This is the highest honor accorded University of Georgia College of Education faculty.
Named Carl Glickman Faculty Fellow by the University of Georgia College of Education for distinguished work in research, teaching, and service.
Received the James N. Britton Award for Inquiring in English Language Arts recognizing exemplary studies published by English Language Arts Teachers for “Is This English?” Race, Language, and Culture in the Classroom. Awarded by the National Council of Teachers of English.
Received Honorable Mention in the 2004 Myers Outstanding Book Awards sponsored by the Gustavus Myers Center for the Study of Bigotry and Human Rights for “Is This English?” Race, Language, and Culture in the Classroom.
Received the Alan C. Purves Award granted yearly by the National Council of Teachers of English to honor the one article published in Research in the Teaching of English during a volume year most likely to influence classroom practice.
Awarded, along with first author Susan Lytle, the Conference on English Education Richard Meade Award for Education Research.