Amber Moore

Dr. Amber Moore

Assistant Professor of Teaching

she / her / hers

Biography

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.

Projects

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. (2024)

Gaslighting love: A feminist walking tour through a Hallmark hotspot. In C. Lavigne (Ed.), Critical Perspectives on the Hallmark Channel (pp. 105-118). Routledge.

Moore, A. (2024)

Whirlpooling feminist rage: Gang rape-revenge in Foul is Fair and The Nowhere Girls. In Z. Flegar and J. Miskec (Eds), Children’s literature in place: Surveying the landscapes of children’s culture (pp. 88-95). Routledge

Moore, A. (2024)

Mourning Septembers: A micro poetic-narrative autoethnography of teaching planners. Book 2.0., 13(2), 227-234. https://doi.org/10.1386/btwo_00095_1

Gowar, M. & Moore, A. (2024)

Editorial. Book 2.0., 13(2),135-141. https://doi.org/10.1386/btwo_00088_2

Moore, A. & Kelley, L. (2024)

"This is no time for being underwater": Ableism, rape culture, and care work in The Nowhere Girls. Research on Diversity in Youth Literature, 5(2). https://doi.org/10.21900/j.rydl.v5i2.1159

Moore, A. (2024)

Analyzing an archive of ally-ish distributed mentorship in Speak fanfiction comments and reviews. Transformative Works and Cultures, 42, https://doi.org/10.3983/twc.2024.2505

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, https://doi.org/10.1007/s10583-022-09516-6

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. https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1157&context=atj

Moore, A. (2023)

MeToo moments: Teacher candidates’ disclosures of sexual violence. Action in Teacher Education. https://doi.org/10.1080/01626620.2023.2242324

Moore, A. (2023)

Whore name (poem). Feminist Review, 134(1), 38. https://doi.org/10.1177/0141778922113421

Moore, A. (2023)

Avonlea school (poem). Journal of L.M. Montgomery Studies. https://journaloflmmontgomerystudies.ca/jlmms/4/1/avonlea-school

Moore, A. (2023)

“To you, who may find yourself in this story”: What a baker’s memoir taught an emerging education scholar. Life Writing. https://doi.org/10.1080/14484528.2022.2160935

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. https://doi.org/10.3366/ircl.2023.0506

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

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. https://doi.org/10.1177/1053825923117852

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)

“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 https://doi.org/10.1080/14680777.2020.1786428

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. https://doi.org/10.1080/1358684X.2021.2006053

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. https://doi.org/10.1080/14797585.2021.1978747

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. https://doi.org/10.1080/10476210.2022.2044770

Moore, A. (2022)

"I felt scared the whole time": On emotional responses to sexual assault narratives. Feminist Pedagogy, 2(2), Article 4. https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss2/4

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. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40712/36704

Moore, A. (2022)

A public service announcement: Students are publishing Speak homework as fanfiction. English Journal, 112(1), 17-19.

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. https://doi.org/10.1093/acrefore/9780190264093.013.1331

Moore, A. (2020)

On resisting rape culture with teachers-to-be: A research poem. Intersections: Critical Issues in Education, 4(1), 50-51. https://digitalrepository.unm.edu/intersections/vol4/iss1/7/

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. https://bctela.ca/wp-content/uploads/2020/10/2020-BCTELA-English-Practice.pdf

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. https://doi.org/10.1177/1532708620912802