- Josiah Meigs Distinguished Teaching Professor
Stephanie Jones is a Josiah Meigs Distinguished Teaching Professor in the Mary Frances College of Education at The University of Georgia. She teaches courses on literacy and writing pedagogies K-16, scholarly writing, feminist theory and pedagogy, social class and poverty, early and elementary childhood education, children’s social lives, bodies and sex education, critical inquiry and leadership, and critical literacies as well as special seminars on key scholars including Karl Marx, Valerie Walkerdine, and Pierre Bourdieu. Her teaching has become known for its feminist ethico-onto-epistemological approach and its theoretical and philosophical depth, integrating interdisciplinary readings and discussions from humanism, poststructuralism, posthumanism, and the postanthropocene.
Stephanie’s academic and public scholarship has been published widely including in Harvard Educational Review, Teachers College Record, American Educational Research Journal, Seattle’s Child, Washington Post, the Atlanta Journal Constitution, and more. Her research in justice-oriented education has been recognized nationally and internationally for 20 years and continues to be recognized today as her work evolves and mutates with changing times and shifting theories and philosophies. Alongside other awards, her most recent book co-authored with James F. Woglom “On Mutant Pedagogies: Seeking Justice and Drawing Change in Teacher Education” was awarded the 2017 Outstanding Book Award by the Society of Professors of Education and by the Qualitative Research SIG of AERA. Her long-term and ongoing body of scholarship in this area was a key part of the dossier for the UGA’s Early Childhood and Elementary Education Program being awarded the Wisniewski Teacher Education Award in 2016 by the Society of Professors of Education.
Dr. Jones has extensive experience mentoring doctoral students within and beyond the College of Education, having served as 13 doctoral students’ major professor and as 26 additional doctoral students’ committee member through successful completion of their degrees. She currently advises 7 PhD students and sits on an additional 10 dissertation committees in progress.
In addition to her more typical teaching, research, and outreach work, Stephanie is director or co-director of several projects that combine research, teaching, and research in both local and national contexts including:
The Red Clay Writing Project, which has been a local site of the National Writing Project since 2003. Red Clay has inspired hundreds of local and regional teachers to cultivate their writerly selves, create affirming and powerful spaces for writers in K-16 classrooms and across content areas, provide leadership in their educational contexts, inquire into injustices with their students, and create a more just world. The Red Clay Writing Project is involved in multiple ongoing partnerships including close work with the Georgia Department of Education and the Deep Center for Youth in Savannah, Georgia.
The CLASSroom Project, which aims to end classism in all its forms and has worked with more than 4,000 educators in Georgia and Minnesota to support them in better understanding the forces of capitalism, economics, neoliberalism, and classism in schools and society. This work promotes multidimensional “class-sensitive” pedagogies and policies in the classrooms and schools through workshops, consulting, and graduate courses;
- feminist teacher education
- social class poverty and education
- social justice education
- critical literacy
- posthumanist and postanthropocene inquiry
- social class
- justice-oriented teacher education
- critical literacy
- early literacy
- EdD in Literacy Education, 2004
University of Cincinnati
University of Georgia, 2015
University of Georgia, College of Education
University of Georgia, College of Education, 2013
University of Georgia
University of Georgia, Center for Teaching and Learning
University of Georgia, 2016
National Council of Teachers of English, 2017
Society of Professors of Education, 2017
Qualitative Inquiry SIG, American Educational Research Association, 2017