Mandie Bevels Dunn
Biographic Data
| ID | 3983535 |
|---|---|
| NAME | Mandie Bevels Dunn |
| GIVEN NAMES | Mandie Bevels |
| FAMILY NAME | Dunn |
| SIGNATURE | DUNN M B |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0002-4067-6828 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Unaccounted Intersectional Emotional Labor
After the death of a loved one (bereavement), faculty can experience a wide range of unexpected, embodied responses (grief), which can be physiological, mental, and emotional. Grief may influence Faculty Socio-Professional (FSP) relationships, which are central, not tangential, to daily faculty work. We offer an “intersectional emotional labor” theoretical framework to define and discuss FSP relationships among grieving tenure-earning Black women…
Profaning as Artful Inquiry
This paper unsettles the easy optimism and moral aesthetics that can domesticate arts-based research into consumable, uplifting products. Drawing on profane methodologies and artists who have jolted us, we embrace irreverence, obscenity, and the “fuck it” aesthetic—not as nihilism, but as a method to question what is obscured when inquiry is aestheticized as moral good, empowerment, or evocative transformation. We argue that arts-based research r…
Disaffected teachers
Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. Disaffection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized fe…
Interrogating the role of emotion and race in anti-oppressive language and literacy practices in education
Deepening dialogue
How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visual/written modes. We explore why participants switch modes — e.g. from oral/visual participation to written chat — while participating in a synchronous video call. We use examples from an online teacher-preparation course at a Southern US university to …
“It's really hard to stand in front of the class when you're trying not to cry”
Teachers' perceptions of their professional roles, including norms for how to feel, influence their experiences teaching following a personal loss, such as a miscarriage. Using qualitative coding methods, I analyzed in-depth interviews with teachers who taught following a miscarriage to identify how they managed their emotions related to loss. I found that teachers' perceptions of professional expectations resulted in specific challenges for them…
Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism
Reconceptualising dialogue in virtual classrooms
This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and s…
When Teachers Lose Loved Ones
Teachers’ efforts to build literacy classrooms inclusive of experiences of trauma and loss require attending to affective sensations and displayed emotions as culturally constructed and socially produced. Yet teachers’ personal loss experiences and their influence on literature instruction remain understudied, with literacy scholarship in this area typically focusing on students’ loss experiences. Using in‐depth interviews with secondary English …
Disaffected teachers
Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. Disaffection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized fe…
Deepening dialogue
How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visual/written modes. We explore why participants switch modes — e.g. from oral/visual participation to written chat — while participating in a synchronous video call. We use examples from an online teacher-preparation course at a Southern US university to …
When Teachers Lose Loved Ones
Teachers’ efforts to build literacy classrooms inclusive of experiences of trauma and loss require attending to affective sensations and displayed emotions as culturally constructed and socially produced. Yet teachers’ personal loss experiences and their influence on literature instruction remain understudied, with literacy scholarship in this area typically focusing on students’ loss experiences. Using in‐depth interviews with secondary English …
“It's really hard to stand in front of the class when you're trying not to cry”
Teachers' perceptions of their professional roles, including norms for how to feel, influence their experiences teaching following a personal loss, such as a miscarriage. Using qualitative coding methods, I analyzed in-depth interviews with teachers who taught following a miscarriage to identify how they managed their emotions related to loss. I found that teachers' perceptions of professional expectations resulted in specific challenges for them…
Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism
Reconceptualising dialogue in virtual classrooms
This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and s…
Disaffected teachers
Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. Disaffection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized fe…
Interrogating the role of emotion and race in anti-oppressive language and literacy practices in education
Deepening dialogue
How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visual/written modes. We explore why participants switch modes — e.g. from oral/visual participation to written chat — while participating in a synchronous video call. We use examples from an online teacher-preparation course at a Southern US university to …
Unaccounted Intersectional Emotional Labor
After the death of a loved one (bereavement), faculty can experience a wide range of unexpected, embodied responses (grief), which can be physiological, mental, and emotional. Grief may influence Faculty Socio-Professional (FSP) relationships, which are central, not tangential, to daily faculty work. We offer an “intersectional emotional labor” theoretical framework to define and discuss FSP relationships among grieving tenure-earning Black women…
Profaning as Artful Inquiry
This paper unsettles the easy optimism and moral aesthetics that can domesticate arts-based research into consumable, uplifting products. Drawing on profane methodologies and artists who have jolted us, we embrace irreverence, obscenity, and the “fuck it” aesthetic—not as nihilism, but as a method to question what is obscured when inquiry is aestheticized as moral good, empowerment, or evocative transformation. We argue that arts-based research r…
Psychology (7 works) · Pedagogy (6 works) · Sociology (6 works) · EFL/ESL Teaching and Learning (4 works) · Computer Science (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Qualitative research (3 works)