Jennifer Ervin, Ph.D.
Contact Information
1698 Park Ave
Eau Claire, WI 54701
Biography
Jennifer Ervin teaches courses in methods for teaching English language arts, young adult literature, and critical reading and writing. She previously taught secondary English language arts for 11 years. Her research focuses on secondary English language arts pedagogy and curriculum; teachers’ engagement with justice-oriented teaching practices, including culturally sustaining and antibias pedagogies; and the intersection of educational policies with teachers’ classroom work.
Education
Ph.D., Language and Literacy Education, University of Georgia
M.S., English Education, Florida State University
B.A., English, Florida State University
Teaching and Research Interests
English Education
Teacher Preparation
Equity and Justice-Oriented Pedagogies
Education Policy
Young Adult Literature
Published Research
Refereed Journal Articles
Ervin, J. (in press). Where is the line? Narratives of justice and equity-oriented pedagogies in a conflicted sociopolitical climate. Literacy Research: Theory, Method, and Practice.
Ervin, J. (2025). Navigating toward justice and equity in contested teaching contexts. English Journal, 114(4), 46 – 53. https://doi.org/10.58680/ej2025114446
Ervin, J. (2024). “I know I’m a good teacher”: An inquiry into literacy teachers’ conceptions of success. Journal of Language and Literacy Education, 20(2), 1-22. https://openjournals.libs.uga.edu/jolle
Grove, E., Ervin, J., Gannon, M. (2024). “They’re just not mature enough sometimes”: Teacher candidates’ languaging of students and criticality. English Education, 56(2), 66-86. https://doi.org/10.58680/ee202456266
Ervin, J., & Gannon, M. (2024). Navigating tensions: A critical policy analysis of expectations for English educators in Georgia. Educational Policy Analysis Archives, 32(15), 1-21.https://doi.org/10.14507/epaa.32.7710
Ervin, J. (2024). Work hard for whom? A critical autoethnography on disconnection within a KIPP charter school. Critical Questions in Education, 15(1), 19-37. https://academyedstudies.files.wordpress.com/2024/01/ervin-final.pdf
Ervin, J. & Gannon, M. (2022). Stories read and told in an antiracist teaching book club. Journal of Education Controversy, 15(1), 1-28. https://cedar.wwu.edu/jec/vol15/iss1/5
Wright, W. T., Hadley, H. L., Ervin, J., Overton, L., & Burke, K. J. (2022). Generative dissensus in a youth-led coalition-building enterprise. Teachers College Record, 124(9), 36-64. https://doi.org/10.1177/01614681221126014
Gannon, M., Ervin, J., Overton, L. (2022). (Re)Active praxis: What happens when you read about racism? English Education, 54(4), 333-340. https://doi.org/10.58680/ee202231982
Ervin, J. (2022). Critically reading the canon: Culturally sustaining approaches to a prescribed literature curriculum. Journal of Adolescent & Adult Literacy, 65(4), 321-329. https://doi.org/10.1002/jaal.1208