Vinz, Ruth (rav5)

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Vinz, Ruth
Enid & Lester Morse Professor in Teacher Education
Professor of English Education
Arts & Humanities

416A Zankel

Educational Background

B.S. in Secondary Education: Majors in English and Social Sciences, Montana State University; M.A. in Secondary Education: History Emphasis, Boise State University; Ph.D. in Teaching and Learning: English Education, New York University.

Scholarly Interests

Teacher Preparation and the Professional Education of Teachers. Culturally Responsive Teaching. The Teaching and Learning of Secondary School Literacies.    

Selected Publications

Composing A Teaching Life (Heinemann, Boynton/Cook).
On Writing Qualitative Research: Living by Words (Falmer).
"Horrorscapes: (In)Forming adolescent identity and desire" (Journal of Curriculum Theorizing).
"Opening moves: Conversations on the first year of teaching" (English Education). 
"The things we carry: Working ‘In Relation' to the past" (English Education). 
"Cautions against canonizing (an) other literature" (Becoming (Other)Wise: Critical perspectives on reading literature, Calendar Island). 

Ruth Vinz taught middle and high school students for twenty-three years before coming to Teachers College. She is a Professor in the English Education Program and the Enid and Lester Morse Endowed Chair in Teacher Education. She directs the Center for the Professional Education of Teachers. Ruth is the co-author of several books, Inside Out, Recasting the Text, Learning the Landscapes and Writing Qualitative Research. Her book, Composing A Teaching Life, received the Richard Meade award for outstanding research published in English education in 1997. She is co-author of the Houghton Mifflin Daybooks, a new 6-12 grade series of reading and writing literature books used in thousands of secondary classrooms, both nationally and internationally. In the most recent book, Becoming (Other)Wise, Ruth Vinz collaborated with other Program faculty and New York City teachers-Greg Hamilton, Juliette LaMontagne, Erick Gordon and Bill Lundgren-in an examination of multicultural literature education and cultural criticism as literacy events. Her research interests include cultural literacies, particularly focused on adolescent readers' practices, constructed and constructing identities of teachers, and traditions and representations of research-in-practice. Various articles or book chapters demonstrate this range of interests. See, for example, "Cautions Against Canonizing (An)Other Literature" in C. McCarthy, Social Epistemology and Multicultural Education. New York: Routledge (2000); "Learning The Blues: Beyond Essentialist Readings of Cultural Texts" in C. McCarthy. Sound Identities: New York: Peter Lange (2000); "You Can't Tame a Polecat By Caging It" in Joseph Trimmer (Ed.). Narration As Inquiry. Portsmouth, New Hampshire: Heinemann, Boynton/Cook (1999); "Horrorscapes: (In)Forming Adolescent Identity and Desire" in Journal of Curriculum Theorizing. 12(4); and "Opening Moves: Conversations on the First Year of Teaching" in English Education. 27(3).

T 7:00 - 8:30
3:00 - 4:30

416-A Main Hall


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