Call for Manuscripts
UEJ 2027 Call for Submissions
The Utah English Journal (UEJ) invites submissions for the 2027 issue, to be published in conjunction with the 2027 UCTE Annual Conference. In a time marked by rapid technological change, increasing public scrutiny of education, and shifting understandings of literacy, we invite educators to share scholarship, classroom practice, and reflective work that speaks to the evolving realities of ELA teaching.
Authors may consider ideas inspired by the questions below.
Guiding Questions and Topics of Interest
- How do you build and sustain community in your classroom? What practices help students feel safe to explore ideas, take risks, and feel valued for their voices and identities?
- How are you navigating the integration of artificial intelligence and generative technologies (such as ChatGPT and similar tools) in reading, writing, assessment, and classroom practice?
- How do you engage in anti-racist, culturally sustaining, and justice-oriented ELA teaching?
- How do you teach information and media literacy, helping students navigate misinformation, algorithms, and competing narratives in an increasingly complex digital world?
- How do you select, teach, and defend literature that meets the needs of all students, including in contexts of book challenges and censorship?
- What strategies support students’ reading stamina, deep comprehension, and critical thinking in digitally saturated environments?
- How do you teach argument, rhetoric, and civic discourse in polarized cultural and political contexts?
- How do you support English Language Learners and multilingual students in ELA classrooms?
- How are you reimagining assessment through portfolio-based practices, contract grading, ungrading, or other alternative models?
- How do you engage in trauma-informed, healing-centered, and restorative literacy practices?
- How do you mentor preservice and early-career teachers amid teacher burnout?
In addition to these focus areas, we continue to welcome submissions of general interest that reflect on the teaching of English and the power of literacy in students’ lives.
Manuscripts are due September 18, 2026.