Faculty

Stephanie Jones Assistant Professor

Contact Information

Email: sjones1@uga.edu
Office: 425 M
Office Number: (706) 542-4283

Stephanie’s research engages the intersections of social class, gender, and race with language, literacies, and educational equity with a particular interest in social class and poverty. A priority for the findings and implications of her scholarship is to understand how traditionally marginalized students and families can be better served in schooling institutions through powerful, transformative practices aimed at social justice. She purposefully works across disciplines (education, sociology, critical psychology, anthropology, moral philosophy) to gain nuanced readings of curricular content, student-teacher-family practices, identity construction, and pedagogies. Her preferred methodologies for such interdisciplinary work include critical feminist ethnography, teacher research, longitudinal qualitative case studies, and narrative analysis.

Stephanie has received numerous awards for her scholarship including the Spencer Foundation Dissertation Fellowship, the Spencer Foundation Exemplary Dissertation Award, the Garvin Distinguished Dissertation Award from the University of Cincinnati, the Outstanding Dissertation Award from Division G of the American Educational Research Association, and the Gender and Education Association Early Career Researcher Award.

Recent publications include:

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

Jones, S. (in press). Jagged edges: A psychosocial exploration by one who “made it.” In J. Van Galen & V. Dempsey (Eds.), Rising up: The educational and social mobility of educators from the poor and working class. Sense Publishers.

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

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

Jones, S. (2007). Working-class/poor mothers and middle-class others: Psychosocial considerations in home-school relations and research. Anthropology and Education Quarterly, 38(2), 159-177. Hicks, D., & Jones, S. (2007). Living class as a girl. In J. Van Galen, G. Noblit, & B. Johnston (Eds.), Late to class: Social class and schooling in the new economy (pp. 55-86). Albany, NY: SUNY Press. (Winner of the 2007 AESA Critics’ Choice Award)

Jones, S. (2007). Rupturing seals: The work of class, pedagogy, and research. An invited essay review of Educational failure and working class white children in Britain. British Journal of Sociology and Education, 28(5), 653-659.

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

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

Halperin, R., & Jones, S. (2006). Academic borderlands: MICRO girls: A math club for girls. In R. Halperin, Whose school is it? Women, children, memory, and practice in the city (pp. 109-199). Austin, TX: University of Texas Press.

Jones, S. (2004). Living poverty and literacy learning: Sanctioning the topics of students’ lives. Language Arts, 81(6), 461-469.