stephanie jones

recent publications by stephanie jones

Check my Academia.edu site for additional publications: https://uga.academia.edu/StephanieJones

Podcasts:

Jones, S. “Dude, that girl looks like a ketchup bottle” – Body matters in teacher education. Research presentation for the Dean’s Council on Diversity, College of Education, The University of Georgia. October 20, 2011.

Journal Issues:

Albright, J., Jones, S., Dixon, K. (Eds.) (2011). Literacy(ies) and the body. Invited co-editors of the themed issue of English Teaching: Practice and Critique. http://edlinked.soe.waikato.ac.nz/research/journal/view.php?current=true&p=1

Books:

Jones, S., Clarke, L.W. & Enriquez, G. (2010). The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. New York: Teachers College Press.

Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth, NH: Heinemann.

Articles and Book Chapters:

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.

Jones, S. (2012). Negotiating mothering identities: Ethnographic and intergenerational insights to gender and social class in a high-poverty US context. Gender and Education, 24(4), 443-460.

Jones, S. (2012). Trauma narratives and nomos in teacher education. Teaching Education, 23(2), 131-152.

Jones, S. & Woglom, J. (2012). Overcoming nomos. Graphic chapter in Gorski, P., Osei-Kofi, N., Sapp, J., Zenkov, K. (Eds.) Cultivating social justice teachers: How teacher educators have helped students overcome cognitive bottlenecks and learn critical social justice concepts (pp. 27-48). Sterling, VA: Stylus Publishing.

Vagle, M. & Jones, S. (2012). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry, 42(3), 318-339.

Jones, S. (2012). Critical literacies in the making: Social class and identities in the early reading classroom. Journal of Early Childhood Literacy. First published on January 11, 2012 as doi:10.1177/1468798411430102.

Jones, S. & Hughes-Decatur, H. (2012).  Speaking of bodies in justice-oriented, feminist teacher education. Journal of Teacher Education, 63, 51-61. First published on December 5, 2011 doi:10.1177/0022487111422535

Jones, S. (2012). Making sense of injustices in a classed world: Working-poor girls’ discursive practices and critical literacies. Pedagogies: An International Journal, 7(1), 16-32.

Enriquez, G., Jones, S., Clarke, L. (2010). Turning around our perceptions and practices, then our readers. The Reading Teacher, 64(1), 73-76.

Jones, S. (2010). Bodies before me. In Scherff, L., & Spector, K. (Eds.) Culturally relevant pedagogy: Clashes and confrontations (pp. 165- 179). Lanham, MD: Rowman and Littlefield.

Jones, S. (2009/2010). Adding salt to ‘class’ literature: Barbara O’Connor’s books for children. Rethinking Schools, 24(2), 32-35.

Spector, K. and Jones, S. (2009). Constructing Anne Frank: Critical literacy and the Holocaust in 8th grade English. In D. Lapp and D. Fisher (eds.) Essential readings on comprehension.

Jones, S. and Enriquez, G. (2009). Engaging the intellectual and the moral in critical literacy teacher education: The four-year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly, 44(2).

Jones, S. (2009). Against all odds: A case study of one White, middle-class female teacher becoming an engaged intellectual. Changing English, 16(2), 231-246.

Jones, S. (2009). Jagged edges: A psychosocial exploration by one who “made it.” In (Van Galen, J.A. & Dempsey, V.O., Eds.) Trajectories: The social and educational mobility of education scholars from poor and working class backgrounds. The Netherlands: Sense Publishers.

Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and Literacy Education, [Online], 4(2), 40-58. Available: http://www.coe.uga.edu/jolle/vol_4_2.html

Rainville, K. & Jones, S. (2008). Situated identities: Power and positioning in the work of a literacy coach. Reading Teacher, 61(6), 440-448.

Spector, K. and Jones, S. (2007). Constructing Anne Frank: Critical literacy and the Holocaust in 8th grade English. Journal of Adolescent and Adult
Literacy
, 51(1), 36-48.

Jones, S. (2007). Rupturing seals: The work of class, pedagogy, and research. British Journal of Sociology of Education, 28(5), 653-659.

Hicks, D. and Jones, S. (2007). Living class as a girl. In Late to class: Social class and schooling in the new economy. J. Van Galen and G. Noblit (Eds.), p. 55-86.

Jones, S. (2007). Working-poor mothers and middle-class others: Psychosocial considerations in home-school relations and research. Anthropology and Education Quarterly, 38(2), 159-177.

Jones, S. and Clarke, L. (2007). Disconnections: Pushing readers beyond connections and toward the critical. Pedagogies: An International Journal, 2(2), 95-115.

Jones, S. (2006). Lessons from Dorothy Allison: teacher education, social class, and critical literacy. Changing English, 13(3), 293-305.

Jones, S. (2006). Language with an attitude: White girls performing class. Language Arts, 84(2), 114-124.

Accepted but not yet published:

Jones, S. & Shackelford, K. (Accepted). Emotional investments and crises of truth: Gender, class, and literacies. In Hall, K., Cremin, T., Comber, B. & Moll,  L.C. (Eds.), International Handbook on Children’s Literacy. West Sussex, United Kingdom: Wiley-Blackwell.

Jones, S. & Woglom, J. (Accepted). Overcoming nomos. Graphic chapter in Gorski, P., Osei-Kofi, N., Sapp, J., Zenkov, K. (Eds.) Overcoming social justice bottlenecks: Strategies for teaching critical and difficult concepts in teacher education.

Jones, S. & Rainville, K. (Accepted). Introduction: Coaches as intellectuals. Reading and Writing Quarterly.

Jones, S. & Rainville, K. (Accepted). Flowing with resistance: Suffering, humility, and compassion in literacy coaching. Reading and Writing Quarterly.

Jones, S. (Accepted). Negotiating mothering identities: Ethnographic and intergenerational insights to social class and gender in a high-poverty U.S. context. Gender and Education.

Vagle, M. & Jones, S. (Accepted). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project.  Curriculum Inquiry.

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  1. While reading the Anne Frank article, I recalled my experiences with third graders learning about Martin Luther King, and social inequality in the US in the 60s. Students had difficulty wrapping their minds around the inequities faced by people in minorities in America in that time period. I congratulate secondary history teachers who attempt to convey to their students the sentiment of a time that is not theirs.
    I wonder if the naivete of Anne’s remarks in her diary is a big part of what helps to keep the book at high levels of popularity. It is easier for the general population to accept. Sixty years later, there are those who still publicly denounce the Holocaust ever occurring…

  2. You are so right Connie – thanks for the great comments. The truth, at least for me, is that none of us can truly understand any other person’s experience – particularly when that experience is riddled with trauma and tragedy. This is one reason why I worry about our focus on getting students to make “connections” instead of opening up our discussions and learning with the “disconnections” that are so obvious and can lead to productive, provocative lessons.

    Thanks for stopping by! Let us know what else is going on with you in your brilliant teaching life…

    😉
    stephanie

  3. Hi Ms. Jones,

    Our Professional Study Group has read your book Girls, Social Clas, and Literacy as part of a graduate course on Language, Literacy, and Culture with Professor Katie Van Sluys. We loved your book and all strive to be teachers who consider the positioning of our students and our own and to teach critical literacy. We have a couple questions for you and would love your insights when you have a chance.

    – How do you recommend a teacher who does not share the same cultural background as the students/parents (economic, country of origin, etc.) approach building relationships when seen as an outsider?
    – Working with a bilingual-bicultural population where the teacher does not share a cultural background and holds different perspectives and expectations as to the role of home versus school can be challenging. This challenge can be magnified when the teacher also does not share a common language with the parents. Do you have any suggestions on how to build a relationship when language is also a barrier?

    Again, we appreciate your thoughts on these questions.

    Many thanks!

    PSG 2009

  4. Hello PSG 2009!

    I’m so glad you wrote…it’s wonderful to hear that the book is helping teachers do some good work out there.

    I’ll respond, at least partially, to your questions here and certainly invite you to write with more comments or questions. I love to think about these issues, so this could end up longer than I anticipate:)

    Question 1 – This is one of the million dollar questions, no? It’s funny because while teachers certainly can (and are in many ways) viewed as an outsider, many of the families who do not “match” teachers’ identity markers in a variety of ways often feel that THEY are the outsiders. Outsiders to school, in this case, but perhaps that’s where we might begin. So we often find that families are feeling intimidated and marginalized (feeling like outsiders) and teachers trying to gain trust with a family or community are feeling intimidated and even marginalized (like outsiders). Both sides often feel paralyzed by their outsider-ness, and not much connection-making is done. However, the job of making connections really does boil down to the educators making the first and ongoing attempts – even if they feel uncomfortable doing so at first. Here are some ideas that you may have already thought about: 1)A number of teachers I know are doing home-school weekend journals and having wonderful, informal, ice-breaking conversations with their families through writing. I wrote a little about these journals in the book – I’ve had some pretty significant success with them in the past too. 2) Lots of informal and formal communication – notes, phone calls if possible, newsletters about what children are doing in the classroom, etc. all focused on positive interactions and getting to know one another; 3) A weekly classroom newsletter could highlight one family each week in a column co-authored by you and the child (or family too) – so this could offer a great opportunity to do an at-home, in the community, or at-school informal “interview”; 4) if you don’t live in the community, plan to do some of your grocery shopping or errand-running there so you have opportunities to casually run into families; 5) for official school business (conferences, curriculum night, math/literacy/family nights, etc.), offer alternative meeting places or plan to hold events in community settings outside the school.
    I could go on for a long time, but I think you can see where I’m going. Relationships aren’t developed across a table during a formal parent-teacher conference – they are developed across multiple informal spaces for seeing one another as real human beings who care for a common child.

    Question 2) Some of the teachers here are encouraging the families to write in their heritage language in the home-school weekend journals – and teachers are writing in English if that is their dominant or only language. While the teacher cannot read the writing without support from the child or someone else in the building who can read the language, it still begins to develop a sense of value and trust between home and school. In fact, it may even position the heritage language as more valuable than schools tend to position it. Drawing and sketching in these weekend journals would be a great idea for families and teachers both – I think there is much for us to learn still about communication that happens and relationships that develop across different languages without always assuming we must speak the “same” language. That said, there are some basic communication that needs to happen and we have to do everything we can to ensure families have access to information in their heritage language if they do not read/speak English. When a school has 2, 3, or 4 different languages – providing access can be relatively simple with translators (preferably community folks providing translation), but when a school has 5, 10, 20+ languages (I worked in a school that had 40 different languages spoken in children’s homes), that becomes impossible and overwhelming. I’m sure there are people much smarter than me about these kinds of issues when a school and community is so diverse…
    But I do want to add a couple more ideas before signing off – 1) family nights at school (or in the community) showing films in families’ heritage language with English subtitles; 2) family project nights at school (or in the community) that don’t rely on oral or written language to engage in activities: open art studios, open music studios, “field day” type physical games, open “centers” that students already know how to engage in, “invitations” that have been developed with multilingual materials (ala Katie’s book). I think we often do two things in schools: over-use “talk” – especially talking “to” families (my own husband, who is not in education, nearly falls asleep every time we go to our daughter’s school for something), and under-use fun engagement for everyone. Having fun, laughing, smiling, moving, etc. will do wonders for building connections across language barriers:)

    Keep me posted about your work, and thanks for writing!!

    Cheers,
    Stephanie

  5. […] of my professors, Stephanie Jones, showed this video to our Powerful Readers course this summer. In my opinion, it speaks to the […]

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