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academic & teaching life

Research & Scholarship
 

Currently, I am an assistant professor of secondary literacy education at The University of New Mexico. My research and scholarship surround the history of English education, critical and embodied literacy practices, canon studies, and the use of nontraditional and multimodal texts in the secondary language arts classroom. 

 

I am passionate about critical practitioner and community research and view the expertise of practicing teachers and community members as essential to the discipline of literacy studies. My work can be found in a variety of journals, including Journal of Adolescent & Adult Literacy, Journal of Language & Literacy Education, English Education, English Journal, and Journal of Literacy Innovation. I also am an active presenter and attendee at national and international literacy conventions.

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Teaching

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Teaching is my first and foremost love. I have been nominated for multiple teaching awards at both the high school and college level. In 2022, I was thrilled to be honored by Albuquerque the Magazine with an Above and Beyond Teacher Award. Prior to my professorship at UNM, I served as an assistant professor at Western Washington University and as a community school Language Arts teacher at both Highland High School and Rio Grande High School here in Albuquerque. I continue to remain a stakeholder at Rio Grande where I serve as an active member of the Community School Council.

reviews & dissertation

book chapters

academic publications

journal articles

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  • Sheahan, A. & Anderson, K.J. (2025). A Tale of Two Classrooms: How Multimodality as Sense-Based Pedagogy Re-bodies Human Connection in Asynchronous Literature Coursework. Journal of Language and Literacy Education. Read more >>

  • Newman, A., & Sheahan, A. (2024). Is Literature Still the “Heart” of English? English Journal. Read more >>

  • Sheahan, A., Dallacqua, A.K., Davis, A.N, & Maeder, C. (2024). Reading with our students in mind: Empathy, criticality, and community action through YA literature. The Journal of Literacy Innovation, 9 (1), 5-19. Read more >>

  • Sheahan, A., & Dallacqua, A.K. (2023). Centering students as designers: Engaging with Lowriders to the Center of the Earth. Research on Diversity in Youth Literature, 5 (1), 1-24. Read more >>

  • Sheahan, A., & Nitz, M. (2021). “My creature is me”: Privileging multimodal herstory as counternarrative. English Journal, 111 (1), 40-47. Read more >>

  • Dallacqua, A.K., Sheahan, A., & Davis, A.N. (2021). Teaching the comic Yummy to engage adolescent empathy, critical reflection, and community awareness. The Journal of Moral Education, 51 (3), 404-421. Read more >>

  • Sheahan, A., & Dallacqua, A.K. (2020).  Taking scissors to Shakespeare. Journal of Language and Literacy Education, 16 (2), 1-13. Read more >>

  • Dallacqua, A.K., & Sheahan, A. (2020). Making space: Complicating a canonical text through critical, multimodal work in a secondary language arts classroom. Journal of Adolescent & Adult Literacy, 64 (1), 67-77. Read more >>

  • Sheahan, A. (2020). Journeying backward to look forward: Reflecting on experiences with texts. English Journal, 109 (3), 30-36. Read more >>

  • Sosa-Provencio, M., Sheahan, A., Desai. S., & Secatero, S. (2018). Tenets of Body-Soul Rooted Pedagogy: Teaching for critical consciousness, nourished resistance, and healing. Critical Studies in Education, 61 (3), 345-362. Read more >>

  • Sosa-Provencio, M. A., Sheahan, A., Fuentes, R., Muñiz, S., & Prada Vivas, R. E. (2017). Reclaiming ourselves through Testimonio pedagogy: Reflections on a curriculum design lab in teacher education. Race Ethnicity and Education, 22 (2), 211-230. Read more >>

  • Zancanella, D., Franzak, J., & Sheahan, A. (2016). Dartmouth revisited: Three English educators from different generations reflect on the Dartmouth Conference. English Education, 49 (1), 13-27. Read more >>

  • Sheahan, A. (2016). Reconstructing the “other”: Using YA fiction in secondary classrooms to build critical awareness. SIGNAL Journal, 40 (1), 21-27. Read more >>

 

book chapters

 

  • Sheahan, A. (2021).  Individual, historical, and critical contexts: Investigating the text selection of four New Mexican language arts teachers.  In M. Rice & A.K. Dallacqua (Eds.), Luminous literacies: Teachers’ stories from the land of enchantment. Bingley, West Yorkshire, England: Emerald Publishing Limited. Read more >>

  • Desai. S., Secatero, S., Sosa-Provencio, M., & Sheahan, A. (2019).  Nourishing resistance and healing in dark times: Teaching through a Body-Soul Rooted Pedagogy. In L. Tett & M. Hamilton (Eds.), Resisting neoliberalism in education: Local, national, and transnational perspectives. Bristol, UK: The Policy Press. Read more >>

  • Dallacqua, A.K., & Sheahan, A. (2019). What do Olympians, Lowriders, and Shailene Woodley have to do with Language Arts?: Making space for critical, multimodal texts in canonical classrooms. In M. Macaluso & K. Macaluso (Eds.), Teaching the canon in 21st century classrooms: Challenging genres. Leiden, NL: Brill Sense. Read more >>

 

reviews

  • Sheahan, A. (2021) Tracing the maps of our lives: A review of Apple (Skin to the Core). Journal of Adolescent & Adult Literacy, 65 (1), 95-97. Read more >>

 

dissertation

  • Sheahan, A. (2019).  "Historical Traditions and Critical Perspectives: An Exploration of the Textual and Pedagogical Choices of Four Language Arts Teachers in an Urban, Diverse Secondary School." Read more >>

reviews & disertation

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