Ph.D., Michigan State University
English Education, Sociocultural Literacy & Learning, (Youth) Cultural Studies
Office: Wilson 2-289
Office Hours: Mon, 2:00-3:00 & Tues, 3:00-4:00
As an assistant professor of English Education, my research, teaching, and service focus on understanding and helping to improve the experiences and life chances of today’s young people, especially those from historically marginalized populations. Specifically, my work does three things: 1. Helps to better understand how, when, where, and for what purposes young people successfully engage in learning and literacy practices related to their participation in youth cultures; 2. Helps to better understand the systems of reasoning pre-service English teachers draw upon to make sense of their prospective students and how these systems of reasoning influence their thinking and decision-making about curriculum and instruction; and 3. Helps to better understand how secondary literacy educators can and do make literacy education a compelling, useful, and potentially transformative experience for young people, particularly as it involves popular culture and critical literacy.
Prior to Montana State University, I worked as an assistant professor at the University of Nebraska-Lincoln, earned graduate degrees in English at Northern Arizona University and Michigan State University, and taught middle and high school English in New York and Colorado. Ever since my first visit to Bozeman in the summer of 2000, it has been a dream of mine to live and work here.
Selected Recent Publications:
Sarigianides, S. T., Lewis, M. A., & Petrone, R. (Eds.). (2015). Re-thinking “adolescence” to re-imagine English [Special issue]. English Journal, 104(3).
Sarigianides, S. T., Lewis, M. A., & Petrone, R. (2015). EJ in focus: How re-thinking adolescence helps re-imagine the teaching of English. English Journal, 104(3), 13-18.
Borsheim-Black, C., Macaluso, M., & Petrone, R. (2014). Introducing a critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent and Adult Literacy, 58(2), 123-133.
Eckert, L.S. & Petrone, R. (2013). Raising issues of rurality in English teacher education. English Education, 46:1, 68-81.
Petrone, R. (2013). Linking contemporary research on youth, literacy, and popular culture with literacy teacher education. Journal of Literacy Research, 45(3), 240-266.
Petrone, R. & Bullard, L. (2012). Reluctantly recognizing resistance: An analysis of representations of critical literacy in English Journal. English Journal, 102:2, 122-128.
Petrone, R. & Lewis, M.A. (2012). “Deficits, therapists, and a desire to distance”: Secondary English pre-service teachers' reasoning about their future students. English Education, 44: 3, 254-287.
Petrone, R. (2010). “You have to get hit a couple of times”: The role of conflict in learning how to “be” a skateboarder. Teaching and Teacher Education, 26:11, 119-127.
Lewis, M.A. & Petrone, R. (2010). “Although adolescence need not be violent…”: Pre-service teachers’ connections between “adolescence” and literacy curriculum. Journal of Adolescent and Adult Literacy, 53:5, 398-407.
Petrone, R. & Borsheim, C. (2008). “It just seems to be more intelligent”: Critical literacy in high school English. In (Ed.) L. Wallowitz. Critical literacy as resistance: Teaching for social justice across the secondary curriculum. New York: Peter Lang.
Current Projects:I am currently working on several projects related to my research goals of understanding young people’s literacy and learning within youth cultures, pre-service English teachers’ conceptions of adolescence, and critical approaches to secondary English curriculum.
Disclaimer: The links, opinions or statements expressed herein should not be taken as a position or endorsement of MSU-Bozeman or its affiliates.