51吃瓜网

Adele Bruni Ashley is a Lecturer in the Teaching of English program at 51吃瓜网, Columbia University where she received both her M.A. and Ph.D. in English Education. She received her B.A. in English literature from Yale University and her M.F.A. in Acting from the University of Washington's Professional Actor Training Program (PATP). She then received her M.S.Ed. in Educational Leadership from Hunter College. She is the co-founder and director of Literacy Unbound at the Center for the Professional Education of Teachers (CPET) at 51吃瓜网, a professional development program bringing together teachers and students to co-create original performance pieces inspired by literature.  Adele has worked with Shakespeare & Company (NEH grant), Facing History & Ourselves (Deutsche Bank Immigration Grant), and co-founded and directed Writers on Stage for the New York City Writing Project, a writing and performance program for secondary students. A former New York City middle and high school English and Humanities teacher, Adele has presented at state, national, and international conferences and works as a school-based consultant both locally and internationally.

B.A., Yale University; M.F.A., University of Washington; M.S.Ed., Hunter College; M.A. & Ph.D., 51吃瓜网, Columbia University

Multiliteracies, Drama in English Education, Teacher Preparation, Professional Education of Teachers

Ashley, A.B. (2021). Considering 鈥淔ences鈥�: Who Can Step into Whose Shoes? English Journal, 110(3), 20-26. 

Ashley, A.B. (2019). Don鈥檛 just read literature, experience it. CPET News Press, July, Retrieved from

Kitzmiller, E. & Ashley, A.B. (2018). Remaining silent is a political act. Hechinger Report, November, Retrieved from

Ashley, A.B. (2016). 鈥淲ith an eye towards its movement:鈥� Revitalizing Literature through Remix and Performance. Unpublished doctoral dissertation. 51吃瓜网, Columbia University. Chair: Dr. Ruth Vinz.

2022 NCTE Conference, Anaheim, CA

Co-Presenter, November 2022

鈥淪aying Something in the Dark: Responding to Jhumpa Lahiri鈥檚 Interpreter of Maladies through Online, Arts-Based Collaboration鈥�

2022 Transitions & Transactions VI Conference, virtual

Co-Presenter, April 2022 (upcoming)

鈥淚nvitations to Create: Responding to Literature through the Arts and through Distance鈥�

2021 LRA Conference, virtual

Co-Presenter, December 2021

鈥淲eaving a Stronger Tapestry:Threading anti-racism and culturally sustaining methods throughout pre-service teaching coursework鈥�

2021 NCTE Conference, virtual

Co-Presenter, November 2021

鈥淲eaving a Stronger Tapestry: How Can We Thread Commitments to Diversity,

Equity and Inclusion Throughout Teacher Education Coursework?鈥�

鈥淚nvitations to Create: Re-Imagining Social Justice Through Aesthetic Literary Response鈥�

2019 NCTE Conference, Baltimore, MD

Presenter, November 2019

鈥�Stereotyping, Appropriation, and Imposition: Raising Race in Classrooms鈥� (presenter)

鈥�Teachers as Writers: Nurturing the Wanderings and the Wonderings鈥� (co-presenter)

鈥�Daring to Be Bold with the Arts and Inquiry鈥� Roundtable (co-presenter)

2017 NCTE Conference, St. Louis, MO

Co-Presenter, November 2017

鈥�A Re-Awakening: Making Meaning Through Meaningful 惭补办颈苍驳鈥�

2016 The Consortium for Reading, Writing and Critical Thinking Annual Conference, New York, NY

Co-Presenter, October 2016

鈥�Multimodality & Technology in 21st Century Language Arts Classrooms.鈥�

2015 NCTE Conference, Minneapolis, MN

Presenter, November 2015

鈥淚t鈥檚 Alive!: Performing Questions in the Study of Mary Shelley鈥檚 贵谤补苍办别苍蝉迟别颈苍鈥�

2014 Performing the World Conference, New York, NY

Co-Presenter, October 2014

鈥淎live in the Gaps and Spaces: Uncovering Meaning through Dramatic Response to Literature鈥�

2014 Writing Research Across Borders Conference, Paris, France

Co-Presenter, February 2014

鈥淎cademic Writing and its Acquisition in Classrooms鈥�

2013 NCTE Conference, Boston, MA

Presenter, November 2013

鈥淲e can write like THAT?: The Commentary as Entr茅e into Academic Writing鈥�

2013 Young Rhetoricians Conference, Monterey, CA

Presenter, June 2013

鈥淲e can write like THAT?: The Commentary as Entr茅e into Academic Writing鈥�