Stephanie Power-Carter

Headshot of Stephanie Power-Carter

Professor, Department of Teaching and Learning


Stephanie Power-Carter is a professor in the Department of Teaching and Learning and the Director of the Center for Video Ethnography and Discourse analysis (CVEDA).  Dr. Power-Carter is passionate scholar who in the words of one of her favorite poets Dr. Maya Angelou, “would like to be known as an intelligent woman, a courageous woman, a loving woman, a woman who teaches by being.” Her passion is to engage in research that helps us to see each other’s humanity more fully. She uses discourse analysis a way to see and examine how people use language to negotiate their identities and to better understand how Black youth, and youth from historically resilient communities navigate their educational experiences. Her scholarship examines the resilience, possibility, and potential of Black youth.

Dr. Power-Carter has presented her scholarship nationally and internationally and published in various journals such as Review of Research in Education, Theory into Practice, The Journal of Classroom Interactions, and Trabalhos em Linguística Aplicada. She has also published book chapters and co-authored two books: Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective and an NCRLL project, On discourse analysis in classrooms: Approaches to language and literacy research. Additionally, she occasionally serves as an educational consultant and collaborates with school districts  that view equity and inclusion as foundational pillars to teaching and learning and are committed to developing, facilitating, and sustaining socially just educational spaces. In her spare times, she enjoys creative writing, music, and community engagement.


  • Ed.D. Vanderbilt University, Peabody College of Education, Nashville, Tennessee, May 2001.
    • Major Emphasis: Literacy, Culture, and Language Education
    • Minor Emphasis: Higher Education Leadership and Planning 
  • M.A.T Piedmont College, School of Education, Demorest, GA, May 1998
  • B.E d. University of Georgia, College of Education, Athens, GA, Education/English Education, June 1995

Research Interests

  • Access and Equity
  • Cultural Studies
    • Black education
    • Black young women's educational experiences
    • Community
    • Feminists theories
    • Historically marginalized groups
    • Other ways of knowing, and theories that are generated by other cultures
    • Possibilities
    • Potential
    • Resilience
    • Ubuntu
  • English Language and Literature
  • Equity
    • Curriculum and instruction
    • Race, and how Black youth and those historically underrepresented are marginalized because of the ways they engage literacy
    • Teacher education
    • Teaching and learning
    • Whiteness studies
  • Literacy
  • Sociolinguistics
    • Critical discourse analysis
    • Discourse analysis
    • Ethnography
    • Language
    • Languaging
    • Micro ethnography
    • Video ethnography
  • Women's Studies

Research Summary

Dr. Power Carters’ research and community work has primarily focused on African American young women and how they negotiate their identities around whiteness in educational settings. Her research also explores: Whiteness studies, sociolinguistic ethnography, Black feminist theory, Silence, Language and Literacy, Black education, equity and inclusion, Black studies, and equity and inclusion leadership. 

Power-Carter is currently focused on expanding the digital presence of the discourse analysis center as well as other innovative programs that would allow people to engage more deeply. She is also continuing to further develop current and future research collaborations in the area of discourse analysis. 

Selected Publications

Articles & Book Chapters

  • Power-Carter, S. (2020). RE-THEORIZING SILENCE (S). Trabalhos em Linguística Aplicada, 59(1), 99-128. Campinas Sao Paulo, Brazil. 
  • Power-Carter, S. Zakeri, B, Kumasi, K. (2019). Sawubona: Agency, Change, and Power. In Languaging Relationships Across Social Worlds: Re-theorizing the Teaching and Learning of Literacy in the Language Arts. New York. Routledge.
  • Power-Carter, S & Zakeri, B. (2018). Blind spots: Literacy, Power, and Personhood. In Re theorizing Literacy as Social Practice.  New York Routledge.
  • Brown, A. F., Bloome, D., Morris, J. E., Power-Carter, S., & Willis, A. I. (2017). Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research. Review of Research in Education, 41(1), 453-476.
  • Carter, S.P (2007). “Reading all that White crazy stuff”: Black young women unpacking whiteness in a high school British literature classroom. Journal of Classroom Interactions.
  • Carter, S. & Kumasi, K. (2011) A Family Affair: Young Black scholars responding to whiteness, double consciousness, and community. In V. Kinloch Critical perspectives in urban settings. New York: Teachers College Press.


  • Bloome, D., Power-Carter, S. Baker, D., Castanheira, M., Kim, Minjeong, and Rowe, L. (Under Contract). Discourse Analysis of Language and Literacy in Educational Settings: A Microethographic Perspective. New York: Routledge.
  • Bloome, D., Carter, S.P., Christian, B., Otto, S., Madrid, S., Shuart, N. & Smith, Mandy (2008). On discourse analysis in classrooms: Approaches to language and literacy research. New York: Teachers College Press.
  • Bloome, D., Carter, S.P., Christian, B., Otto, S., Shuart, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, New Jersey. Lawrence Erlbaum.