Sue Weinstein came to LSU in 2004 after completing her PhD in English at the University of Illinois at Chicago. She is currently the advisor for the English secondary education concentration (Geaux Teach English). She teaches courses on topics including language development and diversity, social literacies, and poetry in social contexts.
Sue’s research focuses on teenagers’ writing practices. She has been conducting research across the country and in England on youth spoken word poetry since 2006. She was recently awarded LSU’s Brij Mohan Distinguished Faculty Award for work related to social justice because of her ongoing work with Baton Rouge’s WordPlay Teen Writing Project. In addition, WordPlay awarded her its first annual Excellence in Service award in 2010.
Prior to the PhD, Sue taught high school English in Chicago, IL and Cochabamba, Bolivia.
English Education, literacy studies, ethnographic methodology, African American history and culture, hip-hop studies
Brij Mohan Distinguished Professor Award, LSU, 2011.
Excellence in Service Award, WordPlay Teen Writing Project, Baton Rouge, LA, 2011.
Regents Research Grant, LSU Department of English ($6,000), 2010.
Outstanding Graduate Faculty Award, LSU English Graduate Student Association, 2007.
Manship Summer Research Fellowship, LSU College of Arts and Sciences ($5,000), 2007.
LSU Arts and Sciences Research Leave for Non-tenured Faculty, 2007.
LSU Faculty Research Grant ($10,000), 2006.
LSU Council on Research Summer Stipend ($5,000), 2005.
Robert Corley Memorial Scholarship, College of Liberal Arts and Sciences, University of Illinois at Chicago, 2003.
Rue Bucher Memorial Scholarship, Interdepartmental award for qualitative research, University of Illinois at Chicago, 2003.
Graduate Student Research Bonus in Memory of Bernard R. Kogan, Dept. of English, University of Illinois at Chicago, 2003.
Anne Hopewell Selby Award for distinction in graduate studies in English, University of Illinois at Chicago, 2002.
2009. Feel these words: Writing in the lives of urban youth. Buffalo, NY: State University of New York Press.
2014. Who’s the teacher? What Tony Danza taught us about English education. English Education 46(4), pp. 300-326. Co-authored with Jacqueline Bach.
2012. Call and responsibility: Critical questions for youth spoken word poetry. Harvard Educational Review 12(2), pp. 282-302. Co-authored with Anna West.
2010. “A unified poet alliance”: The personal and social outcomes of youth spoken word poetry programming. International Journal of Education and the Arts 11(2), pp. 1-24.
2007. Pregnancy, pimps, and “clichéd love things”: Writing through gender and sexuality. Written Communication 24(1), pp. 28-48.
2006. A love for the thing: The pleasures of rap as a literate discourse. Journal of Adolescent and Adult Literacy 50(4), pp. 270-281.
Are Methods Enough? Situating English Education Programs within the Multiple Settings of Learning to Teach. English Education 38(4), pp. 312-328. Randi Dickson and Peter Smagorinsky with Jonathan Bush, Leila Christenbury, Bobby Cummings, Marshall George, Peg Graham, Pamela Hartman, Carmen Kynard, Hephzibah Roskelly, Susan Steffel, Ruth Vinz, & Susan Weinstein.
2005-2006. I shine with the rhythm: Rap writing, literate identity, and academic achievement. International Journal of Learning 12(3), pp. 143-147.
2005. Free style: The role of play in rap composition. Creative engagements: Thinking with children 31, pp. 103-106 (eBook). Oxford: Inter-disciplinary Press.
2002. The writing on the wall: Attending to self-motivated student literacies. English Education 35(1), pp. 21- 45.
2013. “The points are kind of the point, but they’re not the point”: The role of poetry slam in youth spoken word. In Contest(ed) writing: Reconceptualizing literacy competitions, ed. Mary R. Lamb. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 168-188.
2007. Nas. Icons of hip-hop, pp. 341-363. Westport, CT: Greenwood Press.