معرفی
Helen Bentley serves as a Clinical Assistant Professor in the Department of Curriculum and Instruction at Purdue University, specializing in equity-focused literacy education for Kindergarten through 5th grade classrooms and preservice teacher development. Her work bridges academic theory with practical classroom applications through critical and social justice frameworks.
- Ph.D. in Literacy & Language Education, Purdue University, 2021
- PGCE in Elementary Education, University of Chester, UK, 2005
- M.A. in English Literature and Language, University of Liverpool, UK, 2004
- BA (Hons) in English Literature and Language, University of Liverpool, UK, 2003
Dr. Bentley's research centers on dismantling educational inequities through critical literacy practices, with particular emphasis on how preservice teachers navigate multicultural texts and address socioeconomic diversity. Her scholarship actively confronts censorship challenges while promoting hope-centered pedagogy in elementary literacy instruction. Current investigations examine pandemic impacts on academic labor and the transformative potential of picture books in developing socially conscious educators.
Her publication trajectory (2018-2022) reveals consistent focus on critical literacy applications across contexts—from analyzing children's literature to addressing systemic barriers in teacher education. Recurring themes include identity negotiation in literacy practices, advocacy against censorship, and centering marginalized voices through classroom materials.
Recognition includes:
- Susan Carlson Harbridge Graduate Scholarship in Literacy and Language (Fall 2018)
- Mary Gitzen Excellence in Teaching Award (Fall 2016 and Spring 2015)
With extensive K-5 teaching experience across the US and UK, Dr. Bentley integrates practical classroom insights into her university instruction for courses like EDCI 363 (Literacy in Elementary School) and EDCI 309 (Reading in Middle/Secondary Schools), while her prior role in Purdue's Oral English Proficiency Program demonstrates cross-disciplinary engagement. Though specific grant funding isn't documented, her scholarship consistently addresses urgent equity challenges in literacy education.
No dedicated research labs or team affiliations are specified in available records.
