Associate Professor of English Education

About

Biography

Associate Professor, English Education. B.S. and M.A, English Education, University of Connecticut; Ph.D., Curriculum and Instruction, University of Connecticut.

Dr. Ricki Ginsberg teaches courses in reading and writing pedagogies, teaching and research methods, and young adult literature. Her research interests focus on educational equity, particularly centered on 1) reimagining literacy practices to be grounded in local communities and focused on activism, 2) supporting teachers with book censorship and intellectual freedom, and 3) recruiting and retaining Indigenous teachers and teachers of color. She is Co-Chair of English Education with a focus on the undergraduate program.

Dr. Ginsberg is a former president of the Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN), Director of the Black, Indigenous, and Teachers of Color (BIToC) Collective at Colorado State University, Co-Chair of the Native American Advisory Council to the president, a faculty affiliate for the Race and Intersectional Studies for Educational Equity (RISE) Center, and a former editor of The ALAN Review. Her work has been published in journals like American Indian Quarterly, College Teaching, English Journal, Journal of Human Rights, Multicultural Perspectives, Reading Research Quarterly, Research in the Teaching of English, and Teachers College Record. 

Publications

Books:

Ginsberg, R. (2022). Challenging traditional classroom spaces with YA literature: Students in community as course co-designers. Champaign, IL: National Council of Teachers of English.

Ginsberg, R., & Glenn, W. J., Eds. (2019). Engaging with multicultural YA literature in the secondary classroom: Critical approaches for critical educators. New York, NY: Routledge.

Peer-Reviewed Book Chapters:

Ginsberg, R., & Garcia, A. (In press). Popular culture: The classically (White, male) treasured from page to screen to page. The Oxford Handbook of Young Adult Literature, Oxford University Press.

Basile, V., & Ginsberg, R. (2022). STEM siren songs: A conceptual framework of the differential racialization of pre-service science, technology, engineering, and mathematics teachers of color. In C. D. Gist & T. J. Bristol (Eds.), Handbook of Research on Teachers of Color and Indigenous Teachers. Washington D.C.: American Educational Research Association.

Ginsberg, R. & Magee, K. (2021). Beginnings, transformations, and connections: Teaching Gansworth’s Apple alongside Kafka’s Metamorphosis. In P. Greathouse & V. Malo-Juvera (Eds.), Young Adult and Canonical Literature: Pairing and Teaching. New York, NY: Rowman and Littlefield.

Ginsberg, R. (2019). Borders and borderlands: Interrogating real and imagined third spaces using If I Ever Get Out of Here. In R. Ginsberg & W. J. Glenn (Ed.), Engaging with Multicultural YA Literature in the Secondary Classroom: Critical Approaches for Critical Educators (pp. 63-73). New York, NY: Routledge.

Peer-Reviewed Journal Articles:

Schneider, L., Ginsberg, R., & Faircloth, S. C. (In preparation). “A seat at the executive table”: Structuring relations between universities and Indigenous peoples.

Ginsberg, R., & Nam, R., (In preparation). Large, national mixed methods study of practicing teacher perspectives on diverse literature and censorship.

Ginsberg, R. (In preparation). Supportive structures co-designed with Black, Indigenous, and Teachers of Color.

Ginsberg, R., Jackson, J. B., & Banack, A. (In preparation). Blurring disciplinary lines: Immigration history and story.

Ginsberg, R., Jackson, J. B., & Midgette, L. (In press). Learning from college students’ engagement in collective action: Divergent values and implementation. College Teaching.

Ginsberg, R, & Glenn, W. J. (2022). “Everything is in us”: Collaboration, introspection, and continuity as healing in #NotYourPrincess. American Indian Quarterly. 46(1-2), 25-63.

Glenn, W. J., & Ginsberg, R. (2020). Tensions between envisioned aims and enacted practices in the teaching of Muslim Young Adult Literature. Teachers College Record, 122(2). [Available online at: https://www.tcrecord.org/Content.asp?ContentId=23037.]

Ginsberg, R. (2020). Dueling narratives of a reader labeled as struggling: Positioning, emotion, and power within four different English course contexts. Journal of Education for Students Placed at Risk, 25(1), 1-27.

Ginsberg, R, & Glenn, W. J. (2020). Moments of pause: Understanding students’ shifting perceptions during a Muslim young adult literature learning experience. Reading Research Quarterly, 55(4), 601-623.

Ginsberg, R., & Jacks, H. (2020). "You Consider Letting Go": Intersections of Mental Health and Self-Injurious Thoughts and Behaviors in Young Adult Literature. The ALAN Review, 47(3), 57-69.

Ginsberg, R., & Coke, P. K. (2019). Inspired inquiry: Three classroom-based approaches to Genius Hour. Voices from the Middle, 26(3), 17-21.

Glenn, W. J., Ginsberg, R., King-Watkins, D. (2019). What’s Next? Celebrating Our Newest Middle Grade and YA Authors. The ALAN Review, 46(3), 9-14.

Glenn, W. J., Ginsberg, R., & King, D. (2018). Resisting and persisting: Identity stability among adolescent readers labeled as struggling. Journal of Adolescent Research, 33(3), 306-331.

Ginsberg, R., & Glenn, W. J. (2018). Inviting critical conversation: A multicultural YAL unit for the student-centered classroom. Statement, 51(1), 30-35.

Ginsberg, R., Glenn, W. J., & Moye, K. (2017). Opportunities for advocacy: Interrogating multivoiced YAL’s treatment of denied identities. English Journal, 107(1), 26-32.

Ginsberg, R. (2017). Finding comfort in the discomfort of being multiracial: Lessons from my schooling. Multicultural Perspectives, 19(2), 103-108.

Glenn, W. J., & Ginsberg, R. (2016). Resisting readers’ identity (re)construction across English and young adult literature course contexts. Research in the Teaching of English, 51(1), 84-105.

Ginsberg, R. (2013). Voices from the classroom: Young adult literature in the 21st century. The ALAN Review, 40(2), 47-52.

Glenn, W. J., Ginsberg, R., Gaffey, E., Lund, K., & Meagher, I. (2012). From awareness to action: Young adult literature as a road to reflection and catalyst for change. The ALAN Review, 39(2), 25-32.

Glenn, W. J., King, D., Heintz, K., Klapatch, J., & Berg, E. (2009). Finding space and place for young adult literature: Lessons from four first-year teachers engaging in out-of-school professional induction. The ALAN Review, 36(2), 6-17.

Book Reviews:

Ginsberg, R. (2017). Review of Human Rights in Children’s Literature: Imagination and the Narrative of Law by Jonathan Todres and Sarah Higinbotham. Journal of Human Rights. 17(2), 283-287.

Other Publications

Ginsberg, R., & Moye, K. (2019, October 4). What’s wrong with assigning books—and kids—reading levels. The Washington Post, Retrieved from https://www.washingtonpost.com/entertainment/books/is-diary-of-a-wimpy-kid-more-difficult-than-the-grapes-of-wrath-the-flaw-in-reading-levels/2019/10/03/a3190604-9dba-11e9-b27f-ed2942f73d70_story.html?fbclid=IwAR24ZDlxhfHvrLAAB7A24Ik8P0p8V0cobR_r1bPaZn45XSa79s7JnMRudyQ

Glenn, W. J., & Ginsberg, R. (2019, January 18). Resisting readers’ identity (re)construction across English and young adult literature contexts [Blog post]. Retrieved from http://www2.ncte.org/blog/2019/01/resisting-readers-identity-reconstruction-across-english-young-adult-literature-course-contexts/

Glenn, W., Ginsberg, R., & King-Watkins, D. (2019). What’s next? Celebrating our newest middle grade and YA authors. The ALAN Review, 46(3), 9-24.