Professor and Interim Associate Dean of Academic and Faculty Affairs

Professor Kelly Clark/Keefe engages in teaching and service activities across the Department of Education at UVM. Her research brings material feminist perspectives of embodiment, agency, subjectivity, and language to bear on a range of overlapping topics, including the physicality of educational subjectivity, inequities influencing educational access, and the role of somatic literacy in negotiating marginalized knowledge production practices in education. Her work engages philosophies of habit and creativity to study the usefulness of arts-informed approaches for researching the complexities of contemporary educational circumstances.

Professor Clark/Keefe has published in several key journals in the field of educational research, including the International Journal of Qualitative Studies in Education and Qualitative Inquiry. She is the author of the book titled Invoking Mnemosyne: Art, Memory, and the Uncertain Emergence of a Feminist Embodied Methodology, published by Sense. She is also co-author of two books: Narrative Inquiry and Human Displacement Stories: Challenge, Change and Resilience published by Routledge and Humanizing Methodologies in Educational Research: Centering Non-dominant Communities with Drs. Cynthia Reyes and Shana Haines, published with Teachers College Press.

Producing visual artworks is integral to Professor Clark/Keefe’s scholarly practice. In addition to delivering keynote addresses related to her innovative arts-based methodologies, her scholarly artworks have been exhibited at Manchester Metropolitan University in Manchester, England, the European Graduate School in Saas Fee, Switzerland, and at Columbia University Teachers College in New York City.

Research and/or Creative Works

Clark/Keefe, K., (2009). Mnemosyne (published research-related painting and accompanying essay). Acrylic on canvas; approx. 48” X 26”. Image reproduced throughout text and selected as cover art in Ellis, C. (2009). Revisions: Autoethnographic Reflections on Life, Work, and Critical Review, Walnut Creek, CA: Left Coast Press. I

Clark/Keefe, K., (2011). About Isabelle (published research-related painting and accompanying essay): Acrylic on canvas; approx. 9” X 12. Image reproduced in text and painting selected for cover art in Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Reading, MA: Longman.). I


Clark/Keefe, K. (2020). Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work. Art/Research International: A Transdisciplinary Journal,5(1),158-179. 10.18432/ARI29495

Clark/Keefe, K., & Haines, S. (2019). Attuning to Crisscross Applesauce as Affective Flow and Material Agency in a Public K-5 Classroom: Studying School-Based Mindfulness Under Sociomaterial Circumstances. Qualitative Inquiry,25(2),140-153. 10.1177/1077800418784331

Haines, S., Tinkler, A., Clark/Keefe, K., Kotsiopoulos, A., Shepherd, K. & Gerstl-Pepin, C. (2017). “let’s just stop and take a breath”: An organic approach to mindfulness practice in a high poverty elementary school. LEARNing Landscapes Journal, 10(2), 189-205.

Clark/Keefe, K. & Gilway, J. (2016). Attuning to the interstices of arts-based research and the expressive arts: An experiment in expanding the possibilities for creative approaches to inquiry. Learning Landscapes, 9(2), 159-180.

Clark/Keefe, K. (2014a). Becoming artist, becoming educated, becoming undone: Toward a nomadic perspective of college student identity development. International Journal of Qualitative Studies in Education, 7(1), 110-134. DOI: 10.1080/09518398.2012.737048.

Clark/Keefe, K. (2014b). Registering Rachel: Untamed artistic arrivals in the crease of educational ‘conformativity’. Mixed media visual artwork with accompanying essay in Visual Inquiry: Learning and Teaching Art, 3(2), 168-170. DOI: 10.5406/visuartsrese.38.2.0110.

Clark/Keefe, K. (2014c).  Suspended animation: Attuning to material-discursive data and attending via art making during somatographic inquiry. Qualitative Inquiry 20(6), 790-800. DOI: 10.1177/1077800414530263
Journal Impact factor: 1.674, values from Thomson Reuters. I, 

Clark/Keefe, K., Gilway, J. & Miller, E. (2013). Maps, flesh, and the radicant: Mobilizing the expressive arts to do a translation of ‘science-as-usual’. Poiesis: A Journal of the Arts and Communication, 15, 90-105. . 

Miller, V., Plato, K., Clark/Keefe, K., Henson, J. & Atkins, S. (2013). Love letters, postcards, and Post-it© notes about pedagogy, ways of knowing and arts-based research. Poeisis: A Journal of the Arts and Communication, 15, 22-35. 

Clark/Keefe, K. (2012). A/R/Tographic back tracks. Painting and mixed media visual artwork with accompanying essay in Visual Arts Research, 38(2), 110-111. DOI: 10.5406/visuartsrese.38.2.0110. 

Clark/Keefe, K. (2009). Between antagonism and surrender: Using art to dwell more resolutely in irresolution. Creative Approaches to Research, 2(1), 22-35. Citations: 5 (Google Scholar). 

Jewiss, J. & Clark/Keefe, K. (2007).  On a personal note: Practical pedagogical activities to foster the development of “reflective practitioners.” American Journal of Evaluation, 28(3), 334-347. 

Clark/Keefe, K. A. (December, 2006).  Degrees of separation: An ourstory about working-class  and poverty-class academic identity.  Qualitative Inquiry, 12(6), 1180-1197.

Clark/Keefe, K. (2006). Grandpa Mitchell: A poetic and visual expression of love and loss. Visual artwork and accompanying poem and artist statement in Headwaters: Appalachian Journal of Expressive Arts Therapy, 3, 7-8. Acceptance rate 40%. PR

Furney, K. S., Hasazi, S. B., & Clark/Keefe, K. (2005). Multiple dimensions of reform: The impact of state policies on special education and supports for all students. Journal of Disability Policy Studies, 16(3), 169-176. 

Furney, K., Aiken, J., Hasazi, S. B. & Clark/Keefe, K. (September, 2005). Meeting the needs of all students: Contributions of effective school leaders. The Journal of School Leadership, 15, 546-570. 

Clark/Keefe, K. (2005). Dance of dissonance. Visual artwork and accompanying poem and artist statement in Headwaters: Appalachian Journal of Expressive Arts Therapy, 2, 16-17. PR

Furney, K., Hasazi, S. B., Clark/Keefe, K., & Hartnett, J. (2003). A longitudinal analysis of shifting policy landscapes in special and general education reform. Exceptional Children, 70 (1), 81-94. 

Clark/Keefe, K. (2002). A fine line: Integrating artful practices and fieldwork in the study of self-conceptualization. Alberta Journal of Educational Research, XLVIII(3), CD-ROM. 

Busier, H., Clark, K., Esch, R., Glesne, C., Pigeon, Y. & Tarule, J. (1997). Intimacy in research. The International Journal of Qualitative Studies in Education 10(2), 165-170. 


Clark/Keefe, K. (2010). Invoking Mnemosyne: Art, memory and the uncertain emergence of a feminist embodied methodology. Rotterdam, The Netherlands: Sense Publications. 

Book Chapters

Clark/Keefe, K. & Miller, V. (2017). Expanding the radius of concern and hope among 21st century educational leaders through somatic and social justice pedagogy. In V. Miller (Ed.), Educational leadership for an apocalyptic moment of hope. Charlotte, NC: Information Age Publishing. 

Clark/Keefe, K., Gilway, J. & Miller, E. (2017). Crafting maps, attuning to flesh, and dancing the radicant: Mobilizing the expressive arts and arts-based research to do a conceptual translation of ‘science as usual’. In E.G. Levine & S.K. Levine (Eds.), The Play of Poiesis: Expressive Arts in Therapy, Education, Research and Social and Ecological Change. London: Jessica Kingsley Publications. 

Clark/Keefe, K. & Miller, V. (2012). Transpositions towards becoming leading subjects. In J. Aiken & C. Gerstl-Pepin (Eds.), Defining social justice leadership in a global context: The changing face of educational supervision (pp. 189-208). Charlotte, NC: Information Age Publishing. 

Miller, V. & Clark/Keefe, K. (2010). Breakthroughs, breakdowns and some productive pedagogical paradoxes of virtual learning. In T. Volkan Yuzer and G. Kurubacak (Eds.) Transformative learning and online education: Aesthetics, dimensions, and concepts (pp. 142-153). Hershey, PA: IGI Global. 

Clark/Keefe, K., Morgan, P., & Hasazi, S. B. (2003). Connecting authentic knowledge and academic accountability. In W. Owings & L. Kaplan (Eds.), Best practices, best thinking and emerging issues in educational leadership (pp. 155-162). Thousand Oaks, CA: Corwin Press. 

Awards and Recognition

North Carolina Board of Governors Excellence in Teaching Award- School/College Award, UNC Board of Governors, NC (up to five awards are made annually to faculty members in the NC State University System based on a peer nomination and extensive portfolio review process).

Reich College of Education Annual Outstanding Teaching Award, Appalachian State University, NC (award based on a peer nomination and extensive portfolio review process).

New England Educational Research Organization John Schmitt Award (presented annually to an early career scholar for outstanding research at the graduate or postgraduate level).

International Women in Higher Education Organization (IWHEO)-Annual Graduate Student Paper and Presentation Award, San Francisco, CA (presented annually to an individual graduate student for outstanding research paper and presentation at the graduate level).

American College Counseling Association (ACCA) National Meritorious Service Award for Small Colleges and Universities, presented in Philadelphia, PA (awarded annually to a professional who has demonstrated outstanding service to the profession of college counseling and/or to ACCA).

National Association of Student Personnel Administrators (NASPA) Region I Outstanding New Professional Award (awarded annually to a professional with less than five years of experience in the student affairs field).

Associations and Affiliations

New England Educational Research Organization (NEERO), Executive Board, Vermont State Representative

Association for Qualitative Research, International Advisory Board Member

American Educational Studies Association (AESA) Member

International Expressive Arts Therapy Association

Editorial Board, Creative Approaches to Research international journal

International Association of Qualitative Inquiry (IAQI), Founding Member and United States Representative to the IAQI Advisory Committee

New England Philosophy of Education Society Member

American Educational Research Association (AERA) Member

AERA Arts-Based Educational Research Special Interest Group Member

Kelly Clark Keefe

Areas of Expertise and/or Research

  • Body studies in educational contexts
  • Epistemic injustice
  • Feminist, critical and arts-based qualitative methodologies


  • Certificate of Advanced Graduate Study in Expressive Arts from Appalachian State University
  • Ed.D. in Educational Leadership and Policy Studies from University of Vermont
  • M.A. in Counseling Psychology from Assumption College


  • 802-656-4131
Office Location:

539B Waterman