English in Texas, the premier journal of TCTELA with a readership of 1000+ throughout Texas
and the U.S., invites submissions for the Spring/Summer 2026 issue.

English in Texas, Vol. 56.1—Spring/Summer 2026

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THEME: Cultivating Critical Hope: Fostering Transformative and Nourishing Practices in
ELAR Education

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MANUSCRIPT DEADLINE: April 1, 2026

In a world where hope and action often find themselves at odds, we reflect on the words of Paulo
Freire (1994): “The idea that hope alone will transform the world, and action undertaken in that
kind of naïveté, is an excellent route to hopelessness, pessimism, and fatalism” (p. 2). Yet, as we
navigate the complexities of our society and profession, we must also embrace the notion of
critical hope. As Bishundat et al. (2018) articulate, critical hope allows us to assess our
environment through a lens of equity and justice while envisioning a better future.

It is essential to differentiate critical hope from traditional concepts of hope, which often fail to
incite the transformative change we desperately need. Traditional views can render hope a lofty,
wishful notion, devoid of the necessary critique of inequities. Instead, we invite manuscripts that
engage with the idea of hope as not merely an aspiration, but as a call to action—a praxis that
intertwines reflection and action.

Critical hope serves as a conceptual meadow where diverse narratives converge, allowing for the
coexistence of conflicting truths. This space fosters alternative possibilities and embraces
complex pluralism, welcoming all learners to navigate their fragmented selves. As Grain (2022)
beautifully puts it, critical hope offers permission to be both wounded and visionary, to feel
anger while yearning for a better world.

For the Spring/Summer 2026 issue of English in Texas, we seek insightful and reflective
contributions from educators, researchers, and practitioners that explore transformative practices
in English language arts and reading (ELAR) education through the lens of critical hope. This
theme emphasizes the importance of cultivating spaces that nourish critical thinking and foster
resilience among students.

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We encourage submissions that address the following questions:

     ● How do you define critical hope in your unique professional practice and context?
     ● How do you cultivate critical hope in your students to empower them as agents of change
        in their communities?
     ● In what ways can transformative practices in ELAR education support students' socio-
        emotional development and academic success?
     ● How have you integrated critical hope into your teaching methodologies to enhance
        student engagement and learning outcomes?
     ● What role do culturally sustaining pedagogies play in fostering an environment of critical
        hope and transformation?

Additionally, you may consider broader inquiries such as:

     ● How do you celebrate and integrate students’ diverse cultural and linguistic backgrounds
        into your curriculum?
     ● What innovative classroom practices are necessary for educators to nurture critical hope
        and resilience in their students?
     ● How can teacher development programs better prepare educators to implement
        transformative practices in their classrooms?

FOCUS ON THE THEME: We invite manuscripts that are conceptual, reflective, pedagogical,
research-based, or theoretical as they relate to the theme of cultivating critical hope in ELAR
education.

INQUIRIES AND INNOVATIONS: We also welcome educational research relevant to the
work of ELAR educators, whether theme-dependent or generally applicable to the ELAR
community.

STANDING COLUMNS: Brief contributions in the form of standing columns are encouraged.
These can center on topics of interest that do not necessarily align with the issue’s theme.

     ● Teaching on the Front Lines: Texas ELAR teachers are facing unprecedented
        challenges to their professional judgment and students' access to diverse texts. This
        column will share stories of navigating censorship in Texas schools, highlighting
        strategies for advocacy, collaboration, and text selection. We seek to empower
        educators to build resilient systems that ensure all Texas students can engage with a
        wide range of voices and stories.

     ● Emerging Voices: This column will highlight the vital inquiries of beginning Texas
        ELAR teachers (preservice or Inservice with 1-5 years of experience) as they
        navigate the early stages of their professional journeys. Inspired by the "Future Is

        Now" roundtable sessions at NCTE, we provide a platform for emerging scholars to
        share their questions, explorations, and insights.

     ● Youth as Knowledge Generators: This column will champion the power of youth as
        knowledge creators, challenging the traditional research paper and exploring how
        young people's original research and creative scholarship can inform public policies
        and activism in Texas. We seek to publish accounts of innovative youth-led projects
       conducted in schools and communities across the state.

Submission Guidelines: For detailed manuscript submission guidelines, please scroll down to the Submission Guidelines section. For any questions, feel free to contact the editorial team at englishintexas@twu.edu

Send manuscripts and inquiries regarding publication to:

TCTELA Headquarters/English in Texas
919 Congress Avenue, Suite 1400
Austin, Texas 78701
512.617.3200
Email: englishintexas@twu.edu (subject line: “English in Texas Submission or Query”)

We look forward to your contributions!

References

Bishundat, D., Phillip, D. V., & Gore, W. (2018). Cultivating critical hope: The too often
       forgotten dimension of critical leadership development. New Directions for Student
       Leadership, 2018(159), 91-102.

Freire, P. (1994). Pedagogy of hope. Bloomsbury.

Grain, K. (2022). Critical hope: How to grapple with complexity, lead with purpose, and
       cultivate transformative social change. North Atlantic Books.