Gordon (Toby) Emert Jr.
Phone: 404.471.6897
Email: temert@agnesscott.edu
Office Location: Dana 114
Academic Degrees
- B.A., Longwood College
- M.Ed., The College of William and Mary
- M.A., University of Tennessee
- Ph.D., University of Virginia
Teaching and Scholarly Interests
Dr. Emert's interests include applied theatre, theatre for youth, digital narrative/storytelling, children's and young adult literature, and LGBTQ+ issues.
Professional Activities
- Co-editor, English Journal, flagship journal of the National Council of Teachers of English (NCTE) (2018-2023)
Recent Grant-funded Projects:
- National Endowment for the Arts Research in the Arts Grant, "Using Theatre to Teach Young Learners about Economics and Finances" (2023)
- National Endowment for the Humanities, "Shakespeare and Digital Storytelling Summer Institute for High School English Teachers" (2021 and 2022)
Recent Scholarship:
Journal Articles:
- Emert, Toby. "Exploring Heterosexism through Participatory Theater: An Experiment." Journal of Adolescent & Adult Literacy 66 (5) (2023): 290-300.
- Emert, Toby, and Young, Craig. "Pushing the LGBTQ+ Conversation Forward: An Interview with Roxanne Henkin." English Journal 110 (1) (2020): 87-91.
- Emert, Toby. “’Refugee Youth, Digital Storytelling, and Academic Confidence." European Journal of Applied Linguistics and Teaching English as a Foreign Language 8 (1) (2019): 61-81.
Book Chapters:
- Emert, Toby. “The Transpoemation Project: Poetry, Heterosexism, and Digital-age Storytelling.” In Arts Integration and Young Adult Literature: Strategies to Enhance Academic Skills and Student Voice.. Ed. Rebecca Maldonado. Rowman & Littlefield, 2021.
- Emert, Toby. “Visualizing Hope: Digital Storytelling with Refugee-background Children.” In Humanizing Grief in Higher Education: Narratives of Allyship and Hope. Eds. Stephanie Anne Shelton and Nicole Sieben. Routledge, 2021.
- Emert, Toby. “Dadaism, Found Poetry, and Close Reading in the ELA Classroom.” In A Symphony of Possibilities: A Handbook for Arts Integration in Secondary English Language Arts. Eds. Kathie Macro and Michelle Zoss. National Council of Teachers of English, 2019: 51-64.
- Emert, Toby. “Puncturing the Silence: Teaching The Laramie Project in the Secondary English Classroom.” In Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework. Ed. sj Miller. Palgrave Macmillan, 2016: 249-261. (Book won the 2017 American Educational Research Association Division K Exemplary Research Award and Michigan Council of Teachers of English 2018 Outstanding Book Award)