2022 NCTEAR Election
NCTEAR invites you to vote in our 2022 Election for Associate Chair.
The election will run until April 30, 2022 at 11:59 EST.
Please use the online ballot that was sent to your email to cast your vote.
Thank you for participating in the NCTEAR 2022 Election!
NCTEAR invites you to vote in our 2022 Election for Associate Chair.
The election will run until April 30, 2022 at 11:59 EST.
Please use the online ballot that was sent to your email to cast your vote.
Thank you for participating in the NCTEAR 2022 Election!
Cassie J. Brownell (Ph.D., Michigan State University) is an Assistant Professor of Langauge and Literacies Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Framed by her experiences as an early childhood and elementary educator in post-Katrina New Orleans, Dr. Brownell's long-standing commitment to educational justice and social equity undergirds her scholarly endeavors. In her research, she draws on critical sociocultural theory and ethnographic methods to consider how schooling might become more inclusive of children's multiple cultural and modal ways of knowing. In 2021, Dr. Brownell received the Council on Anthropology in Education's Concha Delgado Gaitan Presidential Fellowship, and NCTE’s Early Childhood Education Assembly awarded her a 2021 Early Literacy Teacher Educator Award. Additionally, her 2021 publication in Research in the Teaching of English received an honorable mention for the Alan Purves Award. For the past six years, Dr. Brownell has served as a co-chair for the Language and Social Processes SIG’s annual mentoring session at AERA. Previously, she has also served as a pre-conference mentoring session co-chair for the annual meeting of NCTEAR as well as the Language and Literacy Researchers of Canada. A co-editor for Curriculum Inquiry, she is well-published across a number of journals, including Language Arts, Journal of Early Childhood Literacy, and Teachers College Record.
Jon M. Wargo (Ph.D., Michigan State University) is a 2020 National Academy of Education/Spencer Postdoctoral Fellow and an Assistant Professor in the Lynch School of Education & Human Development at Boston College. A scholar who attends closely to qualitative research methods, Dr. Wargo engages in ethnographic, arts-based, and multimodal methodologies to examine how technology mediates young children and youths' civic and social education. Combining his passion for social justice, activism, and urban education, Dr. Wargo's teaching and research focus on understanding and sustaining the literacies and lifeworlds of minoritized communities in the context of social change. His scholarly profile has garnered numerous awards, including the Literacy Research Association's 2021 Early Career Achievement Award, NCTE’s Children’s Literature Assembly’s 2021 Early Career Award, and the Language Arts journal’s 2021 Distinguished Article Award. Previously, Dr. Wargo served as a Stage 2 Reviewer for the 2020 CCCC Convention and has facilitated the 2021 early career pre-conference event for AERA’s Division K (Teaching and Teacher Education), for which he has served as a Section 5 Co-Chair. Currently, he serves as a co-editor for Literacy Research: Theory, Method, and Practice and an Associate Editor for AERA Open. Publishing extensively across critical literacy, technology, and qualitative research, Dr. Wargo’s scholarship can be found in the pages of the Research in the Teaching of English, Journal of Literacy Research, and Learning, Media, and Technology, among others.
Tracey T. Flores is an assistant professor of Language and Literacy at the University of Texas at Austin where she teaches Language Arts Methods and Community Literacies in the EC-6 teacher education program. Dr. Flores is a former English Language Development (ELD) and English Language Arts (ELA) teacher, working for eight years alongside culturally and linguistically diverse students, families and communities in K-8 schools throughout Glendale and Phoenix, Arizona. Her research focuses on Latina mothers and daughters language and literacy practices, the teaching of young writers in culturally and linguistically diverse classrooms, and family and community literacies. Dr. Flores is the founder of Somos Escritoras/We Are Writers, a creative space for Latina girls (grades 6-12) that invites them to share and perform stories from their lived experiences using art, theater and writing as a tool for reflection, examination and critique of their worlds. In addition, Dr. Flores is the Chair of the Elementary Section Steering Committee (NCTE), Co-Chair of the Latinx Caucus (NCTE), and the founding Co-Chair of the Commission on Family and Community Literacies of English Language Arts Teacher Educators (ELATE). Dr. Flores is a member of the 2016-2018 Cultivating New Voices Among Scholars (CNV) of Color cohort.
Mandie Bevels Dunn is an Assistant Professor of English Education at the University of South Florida in Tampa, FL. Her scholarship is focused on how teachers' personal experiences and emotions influence how they engage in dialogue in their teaching. She has done this work in two related research strands: how teachers teach ELA curriculum while grieving, navigating roles as both professionals and also human beings; and, how teachers foster dialogue in writing instruction. In particular, she has studied how power dynamics between teachers and students influence what they disclose or hide when they talk, read, or write together, and how power dynamics are further influenced by identity positions such as race, class, and gender. Her research has been published in Reading Research Quarterly, English Teaching: Practice and Critique, and English Journal, among other scholarly outlets, and her research has been funded by a Research Initiative grant from English Language Arts Teacher Educators within National Council of Teachers of English. From 2017-2019, she served as chair of the ELATE-Graduate strand within NCTE. Building upon this experience, in 2019 she proposed, founded, and secured funding for the Early Career Cohort (ECC) of NCTEAR, which supports early career literacy scholars nation-wide, including many who have been continually disadvantaged within institutional structures. Since it’s founding, she has co-chaired the ECC with Matthew Deroo. She earned her bachelor's and M.Ed. degrees in English Education from the University of Georgia, and her PhD in Curriculum, Instruction, and Teacher Education from Michigan State University.
Caroline T. Clark is a Professor in the Department of Teaching and Learning at the Ohio State University. She specializes in English education, adolescent literacies, and young adult literature. She is the Faculty Lead for the English Language Arts AYA 7-12 licensure program, along with teaching both graduate and undergraduate courses on methods of teaching literature to middle and high school students. Her scholarship focuses on language and literacy practices (Street, 1995) across formal/school and informal settings and collaborative research with teachers, young people, and families for social action. She does this work through the frameworks of collaborative and practitioner inquiry and the use of ethnographic methods and critical discourse analysis. For over 12 years, she co-led a teacher-inquiry group whose purposes have ranged from using literature, film, and other media to combat homophobia and heterosexism in classrooms, to examining how LGBTQIA+ youth and families experience support and non-support in schools; and what factors enable or inhibit adults’ willingness to provide care for these young people and families. Currently, she is co-PI on a grant focused on critical race media literacy and PI on a grant focused on antiracist teaching and epistemic justice in university settings. In 2019 she received the American Educational Research Association (AERA) Queer SIG Body of Work Award as a scholar who has contributed a significant body of work that produces important scholarship in the area of LGBTQ studies and/or Queer Theory in education Her research has been published in the American Educational Research Journal, Reading Research Quarterly, the Journal of Literacy Research, and the English Journal, among other scholarly outlets, and she has co-edited three books, including Acting Out: Combating Homophobia Through Teacher Activism, which received both the Philip C. Chinn Book Award from the National Association of Multicultural Education as well as the Richard A. Meade Award from the National Council of Teachers of English. In 2018, she co-authored Stepping Up!: Teachers Advocating for Sexual and Gender Diversity in Schools. Dr. Clark has served as the President of the National Council of Research on Language and Literacy (NCRLL); as member of the NCTE Standing Committee on Research; and as a member of the NCTE Commission on Composition, among other leadership roles. Her research has been funded by the American Educational Research Association and the Spencer Foundation. She earned her bachelor’s degree from Indiana University, Bloomington, in English and Education, and both her MA (Reading) and PhD (Language and Literacy) from the University of Michigan.