Amber Moore

Dr. Amber Moore

Assistant Professor of Teaching

she / her / hers

Research and teaching areas:

Arts-based Research

Critical literacies/pedagogies

English language arts


Literacy education

Literature and poetry

Storytelling/narrative inquiry

Teacher education


Amber Moore is an Assistant Professor of Teaching in Library, Literacy, and Teacher Education with the Department of Language and Literacy Education (Faculty of Education). Prior to joining UBC, she was the first Banting Postdoctoral Research Fellow in the Faculty of Education at Simon Fraser University and is also a former secondary English teacher who taught grades 9-12 in Alberta. Her research interests include: adolescent literacies; arts-based research; English education; feminist pedagogies; teacher and teacher librarian education; rape culture; and representations of youth in popular culture and YA literature, particularly sexual assault narratives. Her scholarship can be found across a number of publications that speak to multiple audiences such as English Journal, Feminist Media Studies, Journal of Adolescent and Adult Literacy, and New Review of Children’s Literature and Librarianship.


Storied Resistances: Rewriting & Revisioning Rape Culture in YA Fanfiction Activist Art
2021-2023 (Funded by the Banting Postdoctoral Fellowship Program)

Selected Publications

Hare, K. & Moore, A. (2023)
Freighted friendships to phony flowers: Feminist memory work and self-study in a study abroad program. The Journal of Experiential Education.
Moore, A. (2023)
“They’re all kinda dark…”: Analyzing Speak and Thirteen Reasons Why fanfiction poetry. Children’s Literature Association Quarterly, 47(4), 403-416. 10.1353/chq.2022.0048
Moore, A. (2023)
“Just a bit of fluff and happiness”: Examining romantic rewritings of respair in YA sexual assault narrative fanfiction. International Research in Children’s Literature, 16(2), 169-183.
Moore, A. (2023)
“To you, who may find yourself in this story”: What a baker’s memoir taught an emerging education scholar. Life Writing.
Moore, A. (2023)
Avonlea school (poem). Journal of L.M. Montgomery Studies.
Moore, A. (2023)
Whore name (poem). Feminist Review, 134(1), 38.
Moore, A. (2023)
MeToo moments: Teacher candidates’ disclosures of sexual violence. Action in Teacher Education.
Moore, A. (2022)
“I feel like I’m more likely to get triggered, I guess?”: A poetry cluster about safety in rape culture research. Artizein: Arts and Teaching Journal, 7(1), 74-85.
Moore, A. (2022)
Representations of testimonial smothering and critical witnessing of rape victim-survivors in Laurie Halse Anderson’s Speak fanfiction. Children’s Literature in Education,
Moore, A. (2022)
A public service announcement: Students are publishing Speak homework as fanfiction. English Journal, 112(1), 17-19.
Moore, A. (2022)
Dot-dot-dot: A feminist critical poetic inquiry of silence in teacher candidates’ responses to teaching sexual assault narratives. Journal of the Canadian Association for Curriculum Studies, 19(2), 64-83.
Moore, A. (2022)
"I felt scared the whole time": On emotional responses to sexual assault narratives. Feminist Pedagogy, 2(2), Article 4.
Moore, A. (2022)
Creating a canon for change: How teacher candidates demonstrate readiness to reckon with rape culture through reading. Teaching Education, 34(2), 131-146.
Moore, A. & Hare, K. (2022)
Come scream with me: On feminist stories and screaming into the void. Journal for Cultural Research, 25(3), 313-326.
Moore, A. (2022)
Safe space(s), content (trigger) warnings, and being ‘care-ful’ with trauma literature pedagogy and rape culture in secondary English teacher education. Changing English, 29(1), 77-88.
Moore, A. (2022)
“Just how depraved is this town?”: An intersectional interrogation of feminist snaps, slut shaming, and sometimes sisterhood in Riverdale’s rape culture. Feminist Media Studies. 22(2), 167-182
Hare, K. & Moore, A. (2022)
On fostering feminist friendships for resistance and respite: Love-letter-making. In D. E. Clover, K. Harman, and K. Sanford (Eds), Feminism, adult education and creative possibility: Imaginative responses (pp. 233-244). Bloomsbury Publishing.
Moore, A. (2022)
“This hit me like a ton of bricks”: A case for commonplace journal writing in trauma literature pedagogy. In E. Dutro & B. Pacheco (Eds.), NCTE Special Issue Volume 2: Trauma-Informed Teaching: Toward Responsive, Humanizing Classrooms.
Moore, A. & Marshall, E. (2021)
Intoxicated Masculinity, allyship and compulsory heterosexuality in YA rape narratives. In P. Venzo and K. Moruzi (Eds), Sexuality and sexual identities in literature for young people (pp. 140-156). Routledge.
Moore, A. (2021)
Pinned, mounted (poem). In S. Goyette (Ed.), Resistance: Righteous rage in the age of #MeToo (p. 85). University of Regina Press.
Moore, A. (2020)
[Review of the book Refuse: CanLit in ruins, by McGregor, H., Rak, J., & Wunker, E. (Eds.)]. Canadian Woman Studies, 34(1), 178-179.
Moore, A. & Marshall, E. (2020)
Youth resistances and popular media. Oxford Research Encyclopedia of Education.
Moore, A. (2020)
On resisting rape culture with teachers-to-be: A research poem. Intersections: Critical Issues in Education, 4(1), 50-51.
Moore, A. (2020)
“Why don’t we always see her face?”: The significance of gallery walks as an engagement strategy in teaching trauma literature. English Practice, 61(1), 43-47.
Moore, A. (2020)
Pulping as poetic inquiry: On upcycling “upset” to reckon anew with rape culture, rejection, and (re)turning to trauma texts. Cultural Studies ↔ Critical Methodologies, 20(6), 588-595.