Caroline T Clark
Biographic Data
| ID | 90360 |
|---|---|
| NAME | Caroline T Clark |
| GIVEN NAMES | Caroline T |
| FAMILY NAME | Clark |
| SIGNATURE | CLARK C T |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0003-2616-6909 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Countering Censorship of Queer Picturebooks Through Disorientation and Epistemic Responsibility
In this paper, we examine patterns in the censoring of sexuality and gender identity in children's literature over recent decades to inform our analysis of current challenges to and bans of queer picturebooks. To do so, we supplement critical content analysis (CCA) methodology with a genealogical approach to more fully contextualize censoring over time. Drawing on critical, epistemic, and queer theories, we show how knowledge of queerness is diso…
Interrupting the hegemony of Social Emotional Learning (SEL)
Drawing on feminist and critical theories of politics and emotions, this paper attends to the hegemony of Social Emotional Learning (SEL) for multiply-marginalized students and explores what exemplary Young Adult (YA) novels can teach scholars, educators, and students about the productive use of anger in the face of injustice. Two acclaimed young adult novels are examined using Critical Content Analysis to illustrate the potential for using such …
Interrogating the role of emotion and race in anti-oppressive language and literacy practices in education
(Un)Standardizing Emotions
Background: This study took place within a policy context in which the state of Ohio, echoing moves across the country, adopted a set of K–12 Social and Emotional Learning (SEL) standards based in the work of the Collaborative for Academic and Social Emotional Learning (CASEL) and its core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. As one of the first states to make such …
Investigating LGBT-themed literature and trans informed pedagogies in classrooms
Scenes of violence and sex in recent award-winning LGBT-themed young adult novels and the ideologies they offer their readers
This study examines LGBT-inclusive and queering discourses in five recent award-winning LGBT-themed young adult books. The analysis brought scenes of violence and sex/love scenes to the fore. Violent scenes offered readers messages that LGBT people are either the victims of violence-fueled hatred and fear, or, in some cases, showed a gay person asserting agency by imposing violence on a violent homophobe. In contrast, sex and/or love scenes offer…
Analyzing Talk in a Long‐Term Literature Discussion Group
Scholars have argued for reading and discussing children's and young adult literature containing lesbian, gay, bisexual, transgender, and/or questioning (LGBTQ) characters and related themes with youths. Yet, we know very little about how to do this among LGBTQ people and their allies. This study examined 18 transcripts of talk from a literature discussion group of 32 adolescents and adults, including the authors, using 24 texts over three years …
From Chasm to Conversation
This essay book review of the Handbook of Adolescent Literacy Research and Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need is framed as an argument for dialogism and understanding across differences in the field of adolescent literacy. We focus on the contents of the two volumes by considering three key issues: sponsorship, identity, and agency. We conclude by offering possibilities for understanding the field of …
Rethinking Classroom Participation
Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
Portfolios
The authors discuss the history, theory, and research around the use of portfolios, emphasizing particularly practical implications for and implementation in the classroom
Continuing the Dialogue on Collaboration
In this article, we seek to establish a dialogue with the authors of "The Challenge of Studying Collaboration" (John-Steiner, Weber, & Minnis, 1998), a piece written in response to our previous AERJ article (Clark et al., 1996). Although we agree with some parts of their critique, we resist some of their suggestions because of our differing sets of assumptions about the appropriate goals and criteria for scholarly inquiry. The dialectic between o…
Collaboration as Dialogue
This article, in both form and substance, seeks to reconceptualize the role of collaboration in professional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites, we are able to highlight the particularities of our experiences across sites and to contrast the individual stories of each teache…
Restauração e conservação
O texto discute as idéias e diferentes conotações que os conceitos de conservação e restauração trazem em diferentes idiomas e culturas e as possíveis mudanças conceituais ocorridas nos últimos anos. São discutidas as diferenças de abordagem, procedimentos e objetivos que as duas atividades apresentam, sempre do ponto de vista da conservação de têxteis. Vários exemplos de abordagens distintas, desenvolvidas em função dos tratamentos de têxteis de…
Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program
Analyzing Talk in a Long‐Term Literature Discussion Group
Scholars have argued for reading and discussing children's and young adult literature containing lesbian, gay, bisexual, transgender, and/or questioning (LGBTQ) characters and related themes with youths. Yet, we know very little about how to do this among LGBTQ people and their allies. This study examined 18 transcripts of talk from a literature discussion group of 32 adolescents and adults, including the authors, using 24 texts over three years …
Collaboration as Dialogue
This article, in both form and substance, seeks to reconceptualize the role of collaboration in professional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites, we are able to highlight the particularities of our experiences across sites and to contrast the individual stories of each teache…
Scenes of violence and sex in recent award-winning LGBT-themed young adult novels and the ideologies they offer their readers
This study examines LGBT-inclusive and queering discourses in five recent award-winning LGBT-themed young adult books. The analysis brought scenes of violence and sex/love scenes to the fore. Violent scenes offered readers messages that LGBT people are either the victims of violence-fueled hatred and fear, or, in some cases, showed a gay person asserting agency by imposing violence on a violent homophobe. In contrast, sex and/or love scenes offer…
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
Investigating LGBT-themed literature and trans informed pedagogies in classrooms
Continuing the Dialogue on Collaboration
In this article, we seek to establish a dialogue with the authors of "The Challenge of Studying Collaboration" (John-Steiner, Weber, & Minnis, 1998), a piece written in response to our previous AERJ article (Clark et al., 1996). Although we agree with some parts of their critique, we resist some of their suggestions because of our differing sets of assumptions about the appropriate goals and criteria for scholarly inquiry. The dialectic between o…
Restauração e conservação
O texto discute as idéias e diferentes conotações que os conceitos de conservação e restauração trazem em diferentes idiomas e culturas e as possíveis mudanças conceituais ocorridas nos últimos anos. São discutidas as diferenças de abordagem, procedimentos e objetivos que as duas atividades apresentam, sempre do ponto de vista da conservação de têxteis. Vários exemplos de abordagens distintas, desenvolvidas em função dos tratamentos de têxteis de…
Restauração e conservação
O texto discute as idéias e diferentes conotações que os conceitos de conservação e restauração trazem em diferentes idiomas e culturas e as possíveis mudanças conceituais ocorridas nos últimos anos. São discutidas as diferenças de abordagem, procedimentos e objetivos que as duas atividades apresentam, sempre do ponto de vista da conservação de têxteis. Vários exemplos de abordagens distintas, desenvolvidas em função dos tratamentos de têxteis de…
Collaboration as Dialogue
This article, in both form and substance, seeks to reconceptualize the role of collaboration in professional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites, we are able to highlight the particularities of our experiences across sites and to contrast the individual stories of each teache…
Portfolios
The authors discuss the history, theory, and research around the use of portfolios, emphasizing particularly practical implications for and implementation in the classroom
Continuing the Dialogue on Collaboration
In this article, we seek to establish a dialogue with the authors of "The Challenge of Studying Collaboration" (John-Steiner, Weber, & Minnis, 1998), a piece written in response to our previous AERJ article (Clark et al., 1996). Although we agree with some parts of their critique, we resist some of their suggestions because of our differing sets of assumptions about the appropriate goals and criteria for scholarly inquiry. The dialectic between o…
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program
From Chasm to Conversation
This essay book review of the Handbook of Adolescent Literacy Research and Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need is framed as an argument for dialogism and understanding across differences in the field of adolescent literacy. We focus on the contents of the two volumes by considering three key issues: sponsorship, identity, and agency. We conclude by offering possibilities for understanding the field of …
Rethinking Classroom Participation
Analyzing Talk in a Long‐Term Literature Discussion Group
Scholars have argued for reading and discussing children's and young adult literature containing lesbian, gay, bisexual, transgender, and/or questioning (LGBTQ) characters and related themes with youths. Yet, we know very little about how to do this among LGBTQ people and their allies. This study examined 18 transcripts of talk from a literature discussion group of 32 adolescents and adults, including the authors, using 24 texts over three years …
Investigating LGBT-themed literature and trans informed pedagogies in classrooms
Scenes of violence and sex in recent award-winning LGBT-themed young adult novels and the ideologies they offer their readers
This study examines LGBT-inclusive and queering discourses in five recent award-winning LGBT-themed young adult books. The analysis brought scenes of violence and sex/love scenes to the fore. Violent scenes offered readers messages that LGBT people are either the victims of violence-fueled hatred and fear, or, in some cases, showed a gay person asserting agency by imposing violence on a violent homophobe. In contrast, sex and/or love scenes offer…
(Un)Standardizing Emotions
Background: This study took place within a policy context in which the state of Ohio, echoing moves across the country, adopted a set of K–12 Social and Emotional Learning (SEL) standards based in the work of the Collaborative for Academic and Social Emotional Learning (CASEL) and its core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. As one of the first states to make such …
Interrupting the hegemony of Social Emotional Learning (SEL)
Drawing on feminist and critical theories of politics and emotions, this paper attends to the hegemony of Social Emotional Learning (SEL) for multiply-marginalized students and explores what exemplary Young Adult (YA) novels can teach scholars, educators, and students about the productive use of anger in the face of injustice. Two acclaimed young adult novels are examined using Critical Content Analysis to illustrate the potential for using such …
Interrogating the role of emotion and race in anti-oppressive language and literacy practices in education
Countering Censorship of Queer Picturebooks Through Disorientation and Epistemic Responsibility
In this paper, we examine patterns in the censoring of sexuality and gender identity in children's literature over recent decades to inform our analysis of current challenges to and bans of queer picturebooks. To do so, we supplement critical content analysis (CCA) methodology with a genealogical approach to more fully contextualize censoring over time. Drawing on critical, epistemic, and queer theories, we show how knowledge of queerness is diso…
Sociology (14 works) · Psychology (12 works) · Pedagogy (6 works) · Gender Studies (5 works) · LGBTQ Health, Identity, and Policy (5 works) · Philosophy (5 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works) · Mathematics education (4 works) · Computer Science (3 works)