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Papers by Cheryl Jones-Walker
Youth Violence and Juvenile Justice, 2004
The authors review youth reentry and reintegration programming services findings and describe wha... more The authors review youth reentry and reintegration programming services findings and describe what works and what does not. Then, as an explanatory strategy for interpreting the findings, they introduce overlooked issues concerning identity formation and the influences of race/ ...
International Journal of Qualitative Studies in Education, 2013
This article explores how researchers’ social identities influence data gathered through ethnogra... more This article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. We examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The racial and ethnic diversity among the participants at the research settings further complicated how researcher identity influenced these processes. We want to reimagine the role of the researcher of color when conducting research about and with communities of color. We suggest that researchers can act as critical participants to create opportunities for dialog about racism, sexism, and other inequities in educational settings. By doing so, we might not only improve the quality of data collected but also develop concrete ways to challenge inequities in the moment at our research sites.
Gender and Education, 2009
Curriculum Inquiry, 2008
Learning to teach in urban schools is difficult, particularly when prospective teachers come from... more Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., . The article focuses on how four teachers attempted to adopt a listening stance in their classroom practice, while also responding to the constraints of the standardized curriculum of their district. We conclude that the process of negotiating among teachers' beliefs, practices introduced in a teacher preparation program and district mandates is a critical practice for teachers to learn. We further suggest that in the current climate of high-stakes testing and mandated curriculum, explicit teaching of negotiation skills is likely to support more teachers to enter into and remain in classrooms.
Gender and Education, 2009
Gender and Education, 2009
Youth Violence and Juvenile Justice, 2004
The authors review youth reentry and reintegration programming services findings and describe wha... more The authors review youth reentry and reintegration programming services findings and describe what works and what does not. Then, as an explanatory strategy for interpreting the findings, they introduce overlooked issues concerning identity formation and the influences of race/ ...
International Journal of Qualitative Studies in Education, 2013
This article explores how researchers’ social identities influence data gathered through ethnogra... more This article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. We examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The racial and ethnic diversity among the participants at the research settings further complicated how researcher identity influenced these processes. We want to reimagine the role of the researcher of color when conducting research about and with communities of color. We suggest that researchers can act as critical participants to create opportunities for dialog about racism, sexism, and other inequities in educational settings. By doing so, we might not only improve the quality of data collected but also develop concrete ways to challenge inequities in the moment at our research sites.
Gender and Education, 2009
Curriculum Inquiry, 2008
Learning to teach in urban schools is difficult, particularly when prospective teachers come from... more Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., . The article focuses on how four teachers attempted to adopt a listening stance in their classroom practice, while also responding to the constraints of the standardized curriculum of their district. We conclude that the process of negotiating among teachers' beliefs, practices introduced in a teacher preparation program and district mandates is a critical practice for teachers to learn. We further suggest that in the current climate of high-stakes testing and mandated curriculum, explicit teaching of negotiation skills is likely to support more teachers to enter into and remain in classrooms.
Gender and Education, 2009
Gender and Education, 2009