Faculty Profiles

Mandie B. Dunn

Assistant Professor, English Education

Mandie Dunn

Email Address: mdunn8@usf.edu    
Phone Number: 813 974-3533
Office Location: USF Tampa campus EDU 308-G
Curriculum Vitae

Dr. Mandie Bevels Dunn is an assistant professor of English Education at the University of South Florida. In her scholarship, Dr. Dunn centers teachers’ lives and well-being by studying the relationship between teachers’ emotions and their pedagogy, including their relationship-building efforts with students. In particular, she has been studying how teachers who were grieving a death managed their emotions in the context of reading, writing, and thinking with students. In this work, Dr. Dunn identifies the challenges grieving teachers face as well as the supports that will help sustain them following the death of a loved one. Her published research findings can be found in venues such as Reading Research Quarterly, English Education, and English Teaching: Practice and Critique.


  • PhD, Curriculum and Instruction, Michigan State University
  • MEd, English Education, The University of Georgia
  • BA, English; BSEd English Education with 6-12 Secondary English Teaching Certification, The University of Georgia


Dr. Dunn teaches graduate and undergraduate courses in classroom communication, English teaching methods, and literacy pedagogies.

Recent Publications

Coleman, J. J. & Dunn, M.B. (2024). Disaffected teachers: Disrupting normalized feelings of race and gender in teacher education research. Race, Ethnicity, and Education. DOI: 10.1080/13613324.2024.2323782

Sherry, M., Dunn, M.B, & O’Brien, J. (2024). Deepening dialogue: White preservice teachers' use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism. Theory Into Practice. DOI: 0.1080/00405841.2024.2307835

Dunn, M.B, Wolgemuth, J. R., & Lipien, L. (2023) Compelled to care: Academic work in a mother-fucking dystopian hellscape. In Guyotte, K.W., Shelton, S., Melchior, S., & Coogler, C. (Eds.) Academic Mothering: Fabulating Futures in Higher Education (pp. 112-124). Brill. 

Dunn, M.B. (2023). “It’s really hard to stand in front of the class when you’re trying not to cry”: Teachers’ emotional labor following a miscarriage experience. Social Sciences and Humanities Open. DOI: j.ssaho.2023.100513

Kent, E. & Dunn, M.B. (2023). Supporting pre-service teachers in enacting anti-racist teaching practices. English Journal: The Future is Now Column, 112(4), 98-100.

Sherry, M., Dunn, M.B., O’Brien, J. (2023). Mode-Switching as face-saving resource in a synchronous online class about linguistic racism. Linguistics and Education. DOI: https://doi.org/10.1016/j.linged.2022.101139

VanDerHeide, J. & Dunn, M.B. (2022). Reconceptualising dialogue in virtual classrooms: Preservice teachers using dialogic and digital tools across visual, spoken, and written modes. English in Education. DOI: 10.1080/04250494.2022.2112398

Dunn, M.B. (2022). Teaching while grieving a death: Navigating the complexities of relational work, emotional labor, and English language arts teaching. English Education, 54(4), 315-332.

Dunn, M.B. (2022). When teachers lose loved ones: Affective practices in teachers’ accounts of addressing loss in literature instruction. Reading Research Quarterly. DOI: https://doi.org/10.1002/rrq.460

Dunn, M. B. (2021). Hiding behind closed classroom doors and opening up space for sharing grief. In Sieben, N. & Shelton, S. A. (Eds.) Humanizing Grief in Higher Education: Narratives of Allyship and Hope (pp. 107-13). Routledge

Dunn, M.B. (2021), Teaching literature following loss: teachers’ adherence to emotional rules, English Teaching: Practice & Critique, Vol. 20 No. 3, pp. 354-367. https://doi.org/10.1108/ETPC-11-2020-0147

Dunn, M. B. (2021). When teachers hurt: Supporting preservice teacher well-being. English Education, 53(2), 145-151.

Everett, S. & Dunn, M. B. (2021). Creating space for grief: cultivating an intersectional grief-informed systemic pathway for teacher leaders. English Leadership Quarterly, 43(4), 2-6.

Dunn, M. B. & Johnson, R. A. (2020). Loss in the English classroom: A study of English teachers’ emotion management during literature instruction. The Journal of Language and Literacy Education, 16(2)1-21.

DeHart, J. & Dunn, M. B. (2020). Shared viewing from phenomenological perspectives: English teachers and lived experience as text [38 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(3), Art. 14, http://dx.doi.org/10.17169/fqs-21.3.3506.

Dunn, M. B. & Garcia, A. (2020). Grief, loss, and literature: Reading texts as social artifacts. The English Journal. 109(6), 52-58.

Sulzer, M. & Dunn, M. B. (2019). Disrupting the Neoliberal Discourse of Teacher Reflection through Dialogical-Phenomenological Texts. Reflective Practice, 20(5), 604-618.

Dunn, M. B. (2018). The complexity of becoming a dialogic teacher in an English language arts classroom. Changing English, 25(2), pp. 135-145.

Dunn, M. B., VanDerHeide, J., Caughlan, S., Northrup, L., Kelly, S., & Zhang, Y. (2018). Tensions in learning to teach English. English Teaching: Practice and Critique, 17(1), 44-56.

Kelly, S., Zhang, Y., Northrop, L., VanDerHeide, J., Dunn, M., & Caughlan, S. (2018). English and language arts teachers’ perspectives on schooling: Initial exposure to a teacher education curriculum. Teacher Education Quarterly, 45(41), 57-86.

Wynhoff-Olsen, A., VanDerHeide, J., Goff, B., & Dunn, M. B. (2018). Examining intertextual connections in written arguments: A study of student writing as social participation and response. Written Communication 35(1), 58-88.