stephanie jones

Social class, bodies, gender, and graphica

In Uncategorized on January 30, 2014 at 8:15 am

Some themes of my 2013 publications seem to be around issues of bodies and the role bodies play in education and pedagogy; social class, classism, cultivating a critical lens of mainstream education as classist, and working toward social class-sensitive ways of being in the world and in schools; gender, and the role gender and feminism play in early childhood education as well as in teacher education; and graphica, or the visual presentation of research through sequential art, also known as comics.

Here are some links if you are interested in taking a read:

Jones, S. & Vagle, M. (2013). Living contradictions and working for change: Toward a theory of social class-sensitive pedagogy. Educational Researcher, 42(3), 129-141.

Jones, S. & Woglom, J. (2013). Graphica: Comics arts-based educational researchHarvard Educational Review, 83(1), 168-191.

Jones, S. & Woglom, J. (2013). Teaching bodies in place. Teachers College Record, 115(8), 1-29.

Jones, S. (2013). Literacies in the body. Journal of Adolescent and Adult Literacy, 56(7), 525-529.

Jones, S. & Shackelford, K. (2013). Emotional investments and crises of truth: Gender, class, and literacies. In Hall, K., Cremin, T., Comber, B. & Moll, L.C. (Eds.), International handbook of research in children’s literacy, learning, and culture. West Sussex, United Kingdom: Wiley-Blackwell.

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