Judith L Green
Biography:
My teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classroom.
Questions that I explore in my research and in my classes include:
• How do children gain access to school knowledge?
• What counts as literacy and learning in school settings?
• How is disciplinary knowledge socially constructed?
• What opportunities for learning are constructed in
classrooms, and who has access to these opportunities?
• How does the theory you select shape your research
questions, the methods you use, and the claims that you
can make about a phenomenon?
• How can educational reforms be evaluated using a
dynamic and over time process?
As a founding member of the Santa Barbara Classroom Discourse Group, a collaborative community of teacher ethnographers, student ethnographers and university-based ethnographers, I explore questions guided by theories on the social construction of knowledge. Our goal is to identify principles of practices that teachers (and others) use to support equity of access for all students.
My research spans 6 decades and is designed to explore education from the lived experiences of participants and how decisions inside and beyond the classroom door support and/or constrain equity of access to learning within and across disciplines and levels of schooling. The Interactional Ethnographic research logic-of-analysis and inquiry that colleagues have I have developed is designed to support researchers in stepping back from the known and then engaging in transdisciplinary ways of entering, engaging with and learning from those whose lifeworlds I have entered or seek to engage with to learn ways of knowing, being and doing language, literacy and discipline-based processes and practices of the social group.
Educational Background
I have been teaching for more than 4 decades across levels of schooling (K-20). I received my M.A. in Educational Psychology from California State University, Northridge (1970), where I learned about child and language development. I received my Ph.D. from the University of California, Berkeley, where I explored the relationships between teaching and learning, literacy and knowledge construction. My recent research focuses on how classroom practices support access to students across academic disciplines in classrooms and in virtual communities.
Emphasis:
Learning, Culture & Technology Studies, Research Methodology, Cultural Perspectives & Comparative Education
Research Interests:
Learning within and across disciplines; Learning and technology; Classroom research; Literacy across disciplines; Learning in community; Research methods--qualitative, ethnographic; Cross case research; Action research; Early childhood education; Knowledge construction in classrooms
Supervisors: Hermine Marshall, Paul Ammon, John Gumperz, Robert Ruddell, and Millie Almy
Phone: 805-403-2916
Address: Gevirtz Graduate School of Education
University of California, Santa Barbara
Santa Barbara, CA 93105
My teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classroom.
Questions that I explore in my research and in my classes include:
• How do children gain access to school knowledge?
• What counts as literacy and learning in school settings?
• How is disciplinary knowledge socially constructed?
• What opportunities for learning are constructed in
classrooms, and who has access to these opportunities?
• How does the theory you select shape your research
questions, the methods you use, and the claims that you
can make about a phenomenon?
• How can educational reforms be evaluated using a
dynamic and over time process?
As a founding member of the Santa Barbara Classroom Discourse Group, a collaborative community of teacher ethnographers, student ethnographers and university-based ethnographers, I explore questions guided by theories on the social construction of knowledge. Our goal is to identify principles of practices that teachers (and others) use to support equity of access for all students.
My research spans 6 decades and is designed to explore education from the lived experiences of participants and how decisions inside and beyond the classroom door support and/or constrain equity of access to learning within and across disciplines and levels of schooling. The Interactional Ethnographic research logic-of-analysis and inquiry that colleagues have I have developed is designed to support researchers in stepping back from the known and then engaging in transdisciplinary ways of entering, engaging with and learning from those whose lifeworlds I have entered or seek to engage with to learn ways of knowing, being and doing language, literacy and discipline-based processes and practices of the social group.
Educational Background
I have been teaching for more than 4 decades across levels of schooling (K-20). I received my M.A. in Educational Psychology from California State University, Northridge (1970), where I learned about child and language development. I received my Ph.D. from the University of California, Berkeley, where I explored the relationships between teaching and learning, literacy and knowledge construction. My recent research focuses on how classroom practices support access to students across academic disciplines in classrooms and in virtual communities.
Emphasis:
Learning, Culture & Technology Studies, Research Methodology, Cultural Perspectives & Comparative Education
Research Interests:
Learning within and across disciplines; Learning and technology; Classroom research; Literacy across disciplines; Learning in community; Research methods--qualitative, ethnographic; Cross case research; Action research; Early childhood education; Knowledge construction in classrooms
Supervisors: Hermine Marshall, Paul Ammon, John Gumperz, Robert Ruddell, and Millie Almy
Phone: 805-403-2916
Address: Gevirtz Graduate School of Education
University of California, Santa Barbara
Santa Barbara, CA 93105
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Books by Judith L Green
transparent how theoretical considerations of cultural perspectives on education inform
decisions regarding research methodology. Telling Case Study 1 makes transparent the
logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.
poorly African-Americans were treated, but once I experienced
this whole slave ship idea, I realized how horrible it must have been for them and how they were discriminated against and I never really realized how bad it was for them and this changed my opinion … because in a lot of ways I think I had not really been around the African-American discrimination. But when I realized that this stuff was still going on, it really changed my feelings
about it.”
—Danielle, Grade 7
A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] http://education.ucsb.edu/linc) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of
artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.
This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,
guided our multi-level and multi-method analysis. We draw on this
virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. These principles will be examined as the layers are uncovered.
3
Persuasive TalkThe Social Organization of Childrens Talk
25ethnography, illocutionary force, linguistic
Ethnography vs MicroEthnography
52
ethnography, , thick description
18 other sections not shown
Key words and phrases
ethnographic, participant observation, sociolinguistic, conversational analysis, ethnomethodology, action research, proxemic, linguistic, discourse units, illocutionary force, Kent State University, videotape, triangulated, anthropologist, paralinguistic, kindergarten, propositional knowledge, Black dialect, Martha King, theoretical sampling
Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.
These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.
Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.
LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.
Part 1: "Difficulties in adopting a multidisciplinary approach"
Part 2: "Disciplinary perspectives and methodological approaches"
Part 3: "Specific disciplinary perspectives on literacy research"
Part 4: "Reaction papers"
In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.
transparent how theoretical considerations of cultural perspectives on education inform
decisions regarding research methodology. Telling Case Study 1 makes transparent the
logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.
poorly African-Americans were treated, but once I experienced
this whole slave ship idea, I realized how horrible it must have been for them and how they were discriminated against and I never really realized how bad it was for them and this changed my opinion … because in a lot of ways I think I had not really been around the African-American discrimination. But when I realized that this stuff was still going on, it really changed my feelings
about it.”
—Danielle, Grade 7
A year before Danielle made the above statement to a community audience at the Gevirtz Graduate School of Education, University of California, Santa Barbara, she, along with two of her sixth grade classmates, had studied in-depth issues of the Middle Passage of the slave trade. They worked with their teacher and the Center for Literacy and Inquiry in Networking Communities (LINC) (formerly known as the Center for Teaching for Social Justice [CTSJ] http://education.ucsb.edu/linc) to design and present a virtual tour to 4th, 5th, and 6th grade students of an exhibit of
artifacts from the only known wreck of a slave ship found in the western hemisphere. In and through their work, the Santa Barbara students and their teacher made this important historical resource on the Middle Passage available to Sacramento students through a live videoconference.
This article provides a narrative account of the multiple layers of work necessary for students to engage with complex issues of race. Underlying the presentation of the multiple layers involved in this multi-faceted project is an ethnographic perspective on the social construction of knowledge called Interactional Ethnography (e.g., Green, Dixon, and Zaharlick, 2003; Castanheira, Crawford, Dixon and Green, 2001). This approach, based on two decades of ethnographic research in classroom and community settings,
guided our multi-level and multi-method analysis. We draw on this
virtual interactive tour of the exhibit, A Slave Ship Speaks: The Wreck of the Henrietta Marie, as an anchor for a telling case (Mitchell, 1984) for presenting what we were able to uncover (Green, Skukauskaite, Dixon, and Cordova, 2007). Through unfolding the layers of work for both audience and docents participating in the virtual tour, we demonstrate how innovative technologies have the potential to bring new dimensions and resources to students inquiring into complex issues. We use the metaphor of an archaeological dig to frame the uncovering of the layers of work undertaken by a diverse group of actors (i.e., students, teachers, museum personnel, university educators, and technology support staff) and the multiple areas of understanding made possible through this work. Central to the presentation of this work are four inter-related principles of practice guiding the development of this educational innovation: preparing the mind and building a repertoire for action, engaging in and/or with the complex content, taking action from what is learned for self or others, and going public to share what is learned. These principles will be examined as the layers are uncovered.
3
Persuasive TalkThe Social Organization of Childrens Talk
25ethnography, illocutionary force, linguistic
Ethnography vs MicroEthnography
52
ethnography, , thick description
18 other sections not shown
Key words and phrases
ethnographic, participant observation, sociolinguistic, conversational analysis, ethnomethodology, action research, proxemic, linguistic, discourse units, illocutionary force, Kent State University, videotape, triangulated, anthropologist, paralinguistic, kindergarten, propositional knowledge, Black dialect, Martha King, theoretical sampling
Leading literacy researchers describe how they apply particular disciplinary perspectives t their research, making explicit how those perspectives shape their research. Chapters in the first section examine the application of psychological and social science theories of research design related to issues of the validity of descriptive/qualitative versus experimental/quantitative research methods. Those in the second section examine the application of sociocultural/Activity Theory perspectives to examine literacy learning in the context of community and institutional settings. The third section draws on current linguistic and discourse analysis to examine language use and interactions in literacy events and contexts. A final section applies critical literacy and literary perspectives to issues of research on literacy and literature instruction.
These application of different disciplinary perspectives highlight how differences in theoretical perspectives influence not only how one conducts literacy research, but also the kinds of literacy practices one values in schools.
Contents: MULTIPLE DISCIPLINARY PERSPECTIVES AND ISSUES OF RESEARCH DESIGN, Timothy Shanahan and Michael Kamil. Modes of Inquiry in Literacy Studies and Issues of Philsophy of Science, Timothy Shanahan. Some Issues Concerning Differences among Perspectives in Literacy Research; Reconsidering the Issues After a Decade of Change, Michael Kamil. Qualitative versus Quantitative research: A False Dichotomy, George Hillocks. Psychological Perspective on Literacy Studies, John Hayes. SOCIOCULTURAL/ACTIVITY THEORY PERSPECTIVES ON LITERACY RESEARCH Richard Beach. Vygotsky’s Contribution to Literacy Research, Holbrook Mahn and Vera John-Steiner, All That Glitters Ain’t Gold: CHAT as a Design and Analytical Tool in Literacy Research, Carol Lee and Ametha Ball. Participating in Emergent Socio-Literate Worlds: Genre, Disciplinarity, Interdisciplinarity, Charles Bazerman and Paul Prior, Settings, Speech Genres and the Institutional Settings, Richard Beach and Julie Kalnin. Community-based Local Literacies Research, Karin Tusting and David Barton.
LINGUISTIC AND DISCOURSE ANALYSIS PERSPECTIVES ON LANGUAGE AND LITERACY RESEARCH, Judith Green. Introductions to Studying Language and Literacy, in Particular, David Bloome. Critical Discourse Analysis, James Paul Gee. Biliteracy, Nancy Hornberger. Studying the DiscursivE Construction of Texts in Classrooms Through Interactional Ethnography, Carol Dixon and Judith Green. The Discoursal Construction of Writer Identity, Roz Ivanic. CRITICAL LITERACY AND LITERACY RESEARCH, Richard Beach. Critical Literacy, Peter Freebody. Critical Literacy: Theory, Pedagogy and the Historical Imperative, Bronwyn Mellor and Annette Patterson. Author Index. Subject Index.
Part 1: "Difficulties in adopting a multidisciplinary approach"
Part 2: "Disciplinary perspectives and methodological approaches"
Part 3: "Specific disciplinary perspectives on literacy research"
Part 4: "Reaction papers"
In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.
epistemologies, perspectives, and methods for research in the field of education.