Image of Carlin Borsheim-Black
Position: Professor
​Department: English Language and Literature
Campus Address: Anspach 229
Office Phone: 989-774-3237
Curriculum Vitae: Curriculum Vitae


Carlin Borsheim-Black is Professor of English Education at Central Michigan University (CMU). Her research and teaching prioritize antiracist literature instruction, especially in predominantly white and rural communities. She recently co-authored Letting Go of Literary Whiteness: Antiracist Literature Instruction for White Students with her colleague and friend Sophia T. Sarigianides.
Before joining the faculty at CMU, Carlin completed graduate degrees at Michigan State University (MSU). And before that, she taught high school English, drama and creative writing in Michigan and Ohio for nearly ten years.
Carlin currently serves as co-editor of the Michigan Reading Journal. And, for many years, she has been a teacher consultant affiliated with the Red Cedar Writing Project and Chippewa River Writing Project. Her work has been published in English Journal, Teachers College Record, and Research in the Teaching of English.

  • ENG 311 Teaching Literature in Secondary Schools
  • ENG 315 Teaching Writing in the Elementary and Middle School
  • ENG 508 Argumentative Writing
  • ENG 580 Young Adult Literature
  • ENG 582 Cultural Pluralism in Children's and Young Adult Literature

​Degrees and Universities

2012​    Ph.D. Curriculum, Instruction, and Teacher Education
            Michigan State University, Department of Teacher Education 

2006   M.A. Critical Studies in the Teaching of English
            Michigan State University, Department of Writing, Rhetoric, and American Culture 

1999    B.A. English Education
            Minnesota State University: Moorhead, College of Education 

1997    B.A. English and Mass Communications
            Minnesota State University: Moorhead, College of Arts & Letters ​

Recent Publications​


Borsheim-Black, C. and Sarigianides, S.T. (2019). Letting go of literary whiteness: Antiracist literature instruction for white students. New York: Teachers College Press.

Juzwik, M.M., Borsheim-Black, C., Caughlan, S., & Heintz, A. (2013). Inspiring dialogue: Talking to learn in the English classroom. New York, NY: Teachers College Press.

Refereed Journal Articles 

Northrup, L., Borsheim-Black, C., Kelly, S. (2019). Matching students to books: The cultural content of eighth grade literature assignments. The Elementary School Journal, 120(2), 243-271.

Borsheim-Black, C. (2018). “You could argue it either way”: Ambivalent white teacher racial identity and teaching about racism in literature study. English Education, 50(3), 228-254.

Borsheim-Black, C. (2015). “It’s pretty much white”: Challenges and opportunities of an antiracist approach to literature instruction in a multilayered white context. Research in the Teaching of English, 49(4), 407 – 429.

Borsheim-Black. C. (2015). Reading pop culture and young adult literature through a youth Lens. English Journal. 104(3), 29 – 34.

Borsheim-Black, C., Macaluso, M., & Petrone, R. (2014). Introducing critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent & Adult Literacy, 58(2), 123-133.

Caughlan, S., Juzwik, M.M., Borsheim-Black, C., Kelly, S., & Fine, J.G. (2013). English teacher candidates’ developing dialogically organized instructional practices. Research in the Teaching of English, 47(3), 212-242.

Juzwik, M. M., Sherry, M., Caughlan, S., Heintz, A., & Borsheim, C. (2012). Supporting dialogically organized instruction in an English teacher preparation program: A video-based, web 2.0-mediated response and revision pedagogy. Teachers College Record, 114(3).

Heintz, A., Borsheim, C., Caughlan, S., Juzwik, M. M., & Sherry, M. B. (2010). Video-based
response & revision: Dialogic instruction using video and web 2.0 technologies. Contemporary Issues in Technology and Teacher Education, 10(2). Retrieved from http://www.citejournal.org/vol10/iss2/languagearts/article2.cfm

Book Chapters 

Borsheim-Black, C. (2018). “A critical race approach to teaching To Kill a Mockingbird in secondary English.” Teaching the canon in 21st century classroom: Challenging genres. Brill Publishing.

Petrone, R. and Borsheim, C. (2008). “It just seems to be more intelligent”: Critical literacy in the English classroom. In Larraine Wallowitz (Ed.) Critical literacy as resistance: Teaching for social justice across the secondary curriculum. New York: Peter Lang Publishing.

Book Reviews 

Borsheim, C. (2008). Book review of America’s Unseen Kids: Teaching English Language Arts in|
             Today’s Forgotten High Schools
by Harold M. Foster & Megan Nosol. Portsmouth, NH:
             Heinemann. Education Review. http://edrev.asu.edu/ ​