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Portrait of Stephanie Jones

Contact Information

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Office Location

110 Carlton Street
Athens, Georgia 30602

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Degree Concentration Institution Year
EdD Literacy Education University of Cincinnati 2004

Awards and Accolades

Year Award From
2015 First Year Odyssey Teaching Award University of Georgia
2013-2014 Distinguished Research Mentor Award University of Georgia, College of Education
2013 D. Keith Osborn Faculty Senate Award for Teaching Excellence University of Georgia, College of Education
2012-2013 Study in a Second Discipline Fellowship University of Georgia
2011 Ira E. Aaron Award for Teaching Excellence and Collegiality University of Georgia, College of Education
2009-2011 Lilly Teaching Fellow University of Georgia, Center for Teaching and Learning
2007 Early Career Researcher Award Gender and Education Association

Areas of Expertise

  • literacy
  • feminist teacher education
  • social class poverty and education
  • social justice education
  • critical literacy
  • pedagogy

Research Interests

  • social class
  • gender
  • pedagogy
  • justice-oriented teacher education
  • critical literacy
  • early literacy


Stephanie Jones is a professor at The University of Georgia in the department of Educational Theory and Practice where she teaches courses on ethnographic- and place-based teaching, feminist theory and pedagogy, social class and poverty, early childhood education, and literacy. Her print-based scholarship on the intersections of literacy, social class, gender, and pedagogy has been published in journals such as Anthropology and Education Quarterly, Educational Researcher, Gender and Education, Journal of Early Childhood Literacy, Journal of Teacher Education, Language Arts, Reading Research Quarterly, Feminist Teacher, and Teaching Education. Pieces from her collaborative graphica project with James F. Woglom have been published in Harvard Educational Review, Teachers College Record and Phi Delta Kappan as well as in edited volumes on justice-oriented teacher education, social justice education, and qualitative methodologies. Stephanie is the author of Girls, Social Class and Literacy: What Teachers Can Do to Make a Difference, co-author of The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction, editor and chapter author of Writing and Teaching to Change the World: Connecting With Our Most Vulnerable Students, and co-author of a forthcoming graphica book on teacher education as a relational aesthetic project with collaborator James F. Woglom.

Stephanie is deeply involved as director or co-director of several projects that combine research, teaching, and research in both local and national contexts:

  1. The Red Clay Writing Project, which has inspired more than 400 local teachers to express their writerly selves, cultivate writers in K-16 classrooms and across content areas, provide leadership in their educational contexts, inquire with their students, and create a more just world;
  2. The CLASSroom Project, which aims to end classism in all its forms and has worked with about 4,000 educators in Georgia and Minnesota to support them in better understanding and engaging in "class-sensitive" pedagogies in the classroom through workshops, consulting, and graduate courses;
  3. The Awesome Clubhouse @ la escuelita, a partnership with the Northeast Georgia Foodbank and a local neighborhood that provides an informal learning center where children of all ages and grown-ups learning to be teachers are encouraged to be creative, curious, and critical world changers.