Kati Macaluso is the Director of ACE Advocates, a unit of the Alliance for Catholic Education charged with the strategic engagement of ACE graduates in sustaining, strengthening, and transforming Catholic schools. She also serves as Faculty of Supervision and Instruction in ACE’s M.Ed. Program, and co-teaches the middle and high school English Language Arts methods sequence. Kati holds a Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University, and both a B.A. and M.Ed. from the University of Notre Dame.
Her research investigates issues in English Education and Curriculum Studies, including what it means to prepare teachers to teach English Language Arts in a 21st-century context. Her most recent project focuses on the embodied and spiritual dimensions of literary reading, with an interest in considering how those dimensions might help to reimagine the literature curricula in middle and high school English Language Arts.
Kati’s career as a teacher educator began in rural Louisiana, where she taught high school English at Ascension Catholic High School before moving to Oak Park, IL, to begin teaching and directing the Writing Center at Fenwick High School. She has taught a variety of undergraduate and Master’s-level courses in MSU’s teacher preparation program, while also serving as Assistant Editor of the National Council of Teachers of English’s flagship research journal Research in the Teaching of English. Her most recent publications can be found in Reading Research Quarterly, The English Journal, Changing English, and English Teaching: Practice and Critique.
Ph.D., Curriculum, Instruction, and Teacher Education, Michigan State University
M.Ed., Education, University of Notre Dame
B.A., English, University of Notre Dame
Macaluso, K. (2016). Entering into Literary Communion: Re-imagining the Relationships Between Readers and Texts in the English Language Arts Curriculum.
Macaluso, K., Macaluso, K., McKenzie, C., McKenzie, C., VanDerHeide, J., & Macaluso, M. (2016). Constructing English: pre-service ELA teachers navigating an unwieldy discipline. English Teaching: Practice & Critique, 15(2), 174-189. (Awarded the Outstanding Research Article Award in 2017)
McKenzie, C., Macaluso, M., & Macaluso, K. (2017). Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-Service Teachers in the 21st Century. In Innovations in English Language Arts Teacher Education (pp. 5-26). Emerald Group Publishing Limited.
Juzwik, M., VanDerHeide, J., Macaluso, K., Perez, N., Macaluso, M., Caughlan, S., Smith, A., McKenzie, C., (2017). Constructing literacies in secondary English: History, discourse, ethics. In K. Hinchman & D. Appleman (Eds.), Adolescent literacy: A handbook for practice-based research. Guilford Press. 129-147.
Apol, L. & Macaluso, K. (2016). Using the Author-out workshop to counter students’ assumptions and anxieties about reading and writing poetry. English Journal, 105(6), 31-35.
Macaluso, K. (2015). From literary interpretation to poetic translation: Envisioning a Rancièrean emancipatory framework for literature instruction. Reading Research Quarterly, 50(2). 205-218.
Macaluso, K., Juzwik, M., & Cushman, E. (2015). Storying our research. Research in the Teaching of English, 50(1). 5-10.
Cushman, E., Juzwik, M., Macaluso, K., Milu, E. (2015). Decolonizing research in the teaching of English(es). Research in the Teaching of English, 49(4), 333-339.