معرفی
Mary M. Juzwik is a Professor at Michigan State University with a joint appointment in the Department of English (College of Arts and Letters) and Teacher Education. She teaches undergraduate and graduate courses including ENG413: Critical Questions in Language and Composition and TE991: Religion and Education, and has served as Subject Area Leader for secondary English Education.
Her educational background includes a PhD in English from the University of Wisconsin, Madison, an MA from Middlebury College, and a BA from Wheaton College. Prior to academia, she taught middle and high school English for six years on the Navajo Nation and in Boulder, Colorado.
Juzwik's research centers on narrative processes, dialogic classroom discourse, and religious literacy practices, with recent work critically examining white Christian nationalism in literacy education. Her interdisciplinary approach integrates narrative studies, interactional sociolinguistics, rhetorical theory, and religious studies to investigate how faith-based literacies intersect with public school curricula.
Analysis of her 15 most recent publications reveals a decisive shift toward analyzing Christian nationalist influences in school board elections, curriculum design, and literacy instruction since 2020. Her work increasingly documents how biblical proof-texting and ethnoreligious nationalist ideologies reshape educational spaces, while advocating for dialogic pedagogies that cultivate shame resilience and interfaith understanding.
Her scholarly recognition includes the 2017 Charles Carpenter Fries Award from the Michigan Council of Teachers of English. She serves as co-editor of the flagship journal Research in the Teaching of English, shaping the field's research agenda through special issues on dialogic theory and transnational literacies.
Juzwik has developed innovative teacher education frameworks like video-based response and revision pedagogy to foster dialogically organized instruction. Her collaborative projects—including the CLASS program recontextualization and Inspiring Dialogue: Talking to Learn in the English Classroom—demonstrate sustained commitment to translating research into classroom practice through professional development initiatives.
While no formal lab structure is mentioned, her research manifests through collaborative teams focused on narrative discourse analysis for teacher educators and religious literacy studies, often involving cross-institutional partnerships documented in her edited volumes and special journal issues.
