Mark Sulzer

Mark Sulzer is an Assistant Professor at the University of Cincinnati, affiliated with the Department of Secondary Education and Literacy & Second Language Studies. He holds a PhD in Language, Literacy, and Culture from the University of Iowa (2015). Prior to his academic role, Sulzer worked as a high school English teacher and drum line instructor. His research focuses on critical youth studies, dialogic pedagogy, and the analysis of young adult literature. His work bridges classroom practices with broader societal issues like climate literacy and education policy.

Sulzer’s academic trajectory includes teaching courses on English language arts methods, disciplinary literacy, and critical literacies. His publications appear in English Teaching: Practice & Critique, English Journal, and the Literacy Research Association Yearbook. His research often critiques neoliberal educational trends and explores how literature adapts to engage youth with complex societal challenges.

Key themes in his articles include digital platforms’ impact on linguistic practices, climate literacy integration in literature, and comparative analyses of young adult adaptations of nonfiction. He emphasizes dialogic methodologies to foster critical thinking and culturally relevant pedagogy in English classrooms.