Michael Macaluso serves as a faculty member of the Alliance for Catholic Education and a Fellow of the Institute for Educational Initiatives. In this role, he teaches education related courses through the Teaching Fellows M.Ed. program and through the Education, Schooling, and Society program. As Faculty of Supervision and Instruction, he visits ACE Teaching Fellows at various communities around the country, including Tampa, Washington, D.C., and Baton Rouge, Louisiana.
Macaluso earned his undergraduate degree in English and Political Science from the University of Notre Dame and his M.Ed. from the ACE Teaching Fellows program in 2006, serving in Baton Rouge. After teaching in the suburbs of Chicago, he earned his Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University. In addition to teaching courses while at MSU, Macaluso worked with the Launch Into Teaching Program headed by Dr. Randi Stanulis and provided professional development on a range of topics to teachers, teacher leaders, and principals in over 30 Detroit charter schools.
In addition to teaching, Macaluso’s primary research focuses on critical approaches in English Education, including how notions of religiosity are embedded in English classrooms and pedagogies.
Ph.D., Curriculum, Instruction, and Teacher Education, Michigan State University
M.Ed., Education, University of Notre Dame
B.A., English and Political Science, University of Notre Dame
Macaluso, M., & Macaluso, K. (Eds.) (2018). Teaching the canon in 21st century classrooms. Boston, MA: Brill Sense.
Macaluso, M. (2017). Teaching To Kill a Mockingbird today: Coming to terms with race, racism, and America’s novel. Journal of Adolescent and Adult Literacy, 61(3), 279-287.
Macaluso, M.; Russo, A. (2016). Respectfully rethinking resistance. English Journal, 106(2), 41-46.
Macaluso, K., McKenzie, C., VanDerHeide, J., Macaluso, M. (2016). Constructing English: Pre-service ELA teachers navigating an unwieldy discipline. English Teaching: Practice and Critique, 15(2), 174-189.
Cooper, K.S., Macaluso, M., Stanulis, R.N. (2016). The interplay between principal leadership and teacher leader efficacy. Journal of School Leadership, 26, 1002-1032.
Macaluso, M. (2016). Reading pedagogy-as-text: Exploring gendered discourses as canonical in an English classroom. Linguistics and Education, 35, 15-25.
Cooper, K.S., Stanulis, R.N., Hamilton, E.R., Brondyk, S.K., Macaluso, M., Meier, J. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85-113.
Macaluso, M. (2015). Pre-service teachers’ negotiation of identity and figured worlds through the reading of multicultural literature. L1-Educational Studies in Language and Literature, 15, 1-21.
Macaluso, M. (2015). Trending bedfellows: Critical theory and the teaching of literature. English Journal, 104 (6), 78-80.
Borsheim‐Black, C., Macaluso, M., & Petrone, R. (2014). Critical literature pedagogy. Journal of Adolescent & Adult Literacy, 58(2), 123-133.
Macaluso, M., & Macaluso, K. (2018). It’s really all about Tom: Performances of the masculine self in The Great Gatsby. In C. Hill & V. Malo-Juvera (Eds.), Critical approaches to teaching the high school novel (70-86). New York, NY: Routledge.
Macaluso, K., & Macaluso, M. (2018). Challenging the canonical genre. In M. Macaluso, & K. Macaluso, K. (Eds.) (2018, October). Teaching the canon in 21st century classrooms. Boston, MA: Brill Sense.
Juzwik, M., Van Der Heide, J., Macaluso, K., Perez, N., Smith, A., Caughlan, S., Macaluso, M., McKenzie, C. (2016). Constructing literacies in secondary English language arts curriculum: Discourses, histories, ethics. In K. A. Hinchman & D. A. Appleman (Eds.), Adolescent literacies: A handbook of practiced-based research. New York, NY: Guilford Press.
McKenzie, C., Macaluso, M., Macaluso, K. (2016). Finding footholds in a construction zone: Navigating the discourses of English language arts with preservice teachers in the 21st century. Edited Volume. In H. L. Hallman (Ed.), Innovations in English Education (5-26). United Kingdom: Emerald.
Macaluso, M. (2016). The postfeminist princess: Disney’s curricular guide to feminism. In Sandlin, J.
A., & Garlen, J. C. (Eds.). (2016). Disney, Culture, and Curriculum (73-86). New York, NY: Routledge.
Macaluso, M.; McKenzie, C. (2014). Exploiting the gaps in the fence: Power, agency, and rebellion in The Hunger Games. In Connors, S. P. (Ed.). (2014). The Politics of Panem: Challenging Genres. Springer.