Joanne Larson
Biographic Data
| ID | 3597798 |
|---|---|
| NAME | Joanne Larson |
| GIVEN NAMES | Joanne |
| FAMILY NAME | Larson |
| SIGNATURE | LARSON J |
| AFFILIATIONS | University of Rochester |
| ORCID | 0000-0001-7504-9755 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
More Than Managing Inequities: Critical Literacy in High School ELA
This study explores how critical literacy in a 9th‐grade high school English Language Arts (ELA) classroom supported youth in challenging justice issues they identified in their local communities. An interdisciplinary theoretical framework informed by literacy as a social practice, critical literacy, and power was used to interpret the data, including student‐created infographics and written reflections over 4 years. Findings indicate that integr…
Collaborating for Equity in Urban Education: Comprehensive Reform in an Innovative University/School Partnership
Using data from a participatory ethnography of an urban high school slated for closure, this article examines the impact of comprehensive transformation on the university-school partnership’s goal to change from a culture of underachievement and negativity toward a culture of collaboration and excellence. We explore these question/s: How do comprehensive changes in infrastructure, policies, leadership, and instructional practices shape school cul…
How a university and a school district made change together
The University of Rochester and East High School in Rochester, New York, entered into a partnership in 2015, hoping to transform the school to prevent shut down by the state. Both partners were wary because of the district’s failed attempts at reform and the history of similar partnerships elsewhere. A new state-level reform option allowed the partners to form an educational partnership organization (EPO) so that they could become equal partners …
Challenging the Autonomous Wall: Literacy Work in an Urban High School
This article explores how one urban high school under threat of state closure developed a multifaceted literacy program to transform the teaching and learning of literacy in a novel university/school partnership. Analyses of ethnographic and quantitative school data illustrate how the evolution of the literacy program could be understood as a consequence of generative frictions which produced changes in the program and some indication of changes …
Sarcasm as Pedagogy of Love: Exploring Ironic Speech Acts in an Urban High School English Classroom
The authors explore how the use of sarcasm in an urban high school English classroom fostered critical language awareness and positive relationships among diverse classroom participants. The guiding research question was, What were the social‐pedagogical functions of sarcasm in this classroom? Drawing on interactional sociolinguistics and pragmatics, the authors found that sarcasm was used to construct a sense of belonging, which supported buildi…
Radical Equality in Education: Starting over in U. S. Schooling
Tinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes—one that moves beyond the either/or binary of preparing workers/citizens in a compet…
Narrating Identities: Schools as Touchstones of Endemic Marginalization
This article examines a racial awareness activity conducted as part of a community-wide change initiative at which we found that the majority of racial identity events occurred in schools. Given the prevalence of schools in participant narratives, we argue that schooling is a societal marker, or what we will call a touchstone, of racial identity formation and marginalization that is enacted on an interactional level and that reflected historical …
Community Coauthoring: Whose Voice Remains
This article examines how texts are collaboratively produced in community development work when coauthors come from multiple racial, ethnic, and class backgrounds as well as business and other work experiences. We found that the term wordsmithing became a discursive tool that limited resident input and shaped the Plan toward an external audience. We argue that pressure faced by the initiative members are similar to pressures felt by teachers in a…
Introduction to the Special Issue: Power and Positioning in Purposeful Community Change
The Lakeview initiative, first called Lakeview Total Care (LTC) and later changed to Community for the Children of Lakeview (CCL), 2 was initially conceived by the superintendent of the LCSD as a way of bringing together, coordinating, and expanding existing efforts by the school district, individual schools, community service organizations, nonprofit organizations, social service agencies, churches, the business community, and local government t…
Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School
This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond schools, literacy and social justice, and assessment, the article grounds the theoretical claims in exampl…
Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity
Shows how one first-grade teacher explicitly modeled her own authorship processes and how students took up those processes in their own writing. Analyzes classroom discourse to illustrate how the teacher and students shifted roles in the participation framework of writing activity among teacher, author, co-author, and overhearer to facilitate the co-construction of written texts
Indexing Instruction: The Social Construction of the Participation Framework in Kindergarten Journal-Writing Activity
The purpose of this article is to discuss the ways in which the participation framework of writing activity is socially constructed over the course of interaction. Using data from an ethnographic study of kindergarten journal-writing activity, the author demonstrates how, over time, both the teacher and the students in this classroom community socialize each other to discrete roles within the instructional participation framework, thus creating a…
Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education
In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of …
Cultural Tensions in the Scripted Classroom: The Value of the Subjugated Perspective
Cultural Tensions in the Scripted Classroom: The Value of the Subjugated Perspective
Collaborating for Equity in Urban Education: Comprehensive Reform in an Innovative University/School Partnership
Using data from a participatory ethnography of an urban high school slated for closure, this article examines the impact of comprehensive transformation on the university-school partnership’s goal to change from a culture of underachievement and negativity toward a culture of collaboration and excellence. We explore these question/s: How do comprehensive changes in infrastructure, policies, leadership, and instructional practices shape school cul…
Introduction to the Special Issue: Power and Positioning in Purposeful Community Change
The Lakeview initiative, first called Lakeview Total Care (LTC) and later changed to Community for the Children of Lakeview (CCL), 2 was initially conceived by the superintendent of the LCSD as a way of bringing together, coordinating, and expanding existing efforts by the school district, individual schools, community service organizations, nonprofit organizations, social service agencies, churches, the business community, and local government t…
Narrating Identities: Schools as Touchstones of Endemic Marginalization
This article examines a racial awareness activity conducted as part of a community-wide change initiative at which we found that the majority of racial identity events occurred in schools. Given the prevalence of schools in participant narratives, we argue that schooling is a societal marker, or what we will call a touchstone, of racial identity formation and marginalization that is enacted on an interactional level and that reflected historical …
Community Coauthoring: Whose Voice Remains
This article examines how texts are collaboratively produced in community development work when coauthors come from multiple racial, ethnic, and class backgrounds as well as business and other work experiences. We found that the term wordsmithing became a discursive tool that limited resident input and shaped the Plan toward an external audience. We argue that pressure faced by the initiative members are similar to pressures felt by teachers in a…
Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School
This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond schools, literacy and social justice, and assessment, the article grounds the theoretical claims in exampl…
Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education
In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of …
Cultural Tensions in the Scripted Classroom: The Value of the Subjugated Perspective
Indexing Instruction: The Social Construction of the Participation Framework in Kindergarten Journal-Writing Activity
The purpose of this article is to discuss the ways in which the participation framework of writing activity is socially constructed over the course of interaction. Using data from an ethnographic study of kindergarten journal-writing activity, the author demonstrates how, over time, both the teacher and the students in this classroom community socialize each other to discrete roles within the instructional participation framework, thus creating a…
Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity
Shows how one first-grade teacher explicitly modeled her own authorship processes and how students took up those processes in their own writing. Analyzes classroom discourse to illustrate how the teacher and students shifted roles in the participation framework of writing activity among teacher, author, co-author, and overhearer to facilitate the co-construction of written texts
Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School
This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond schools, literacy and social justice, and assessment, the article grounds the theoretical claims in exampl…
Narrating Identities: Schools as Touchstones of Endemic Marginalization
This article examines a racial awareness activity conducted as part of a community-wide change initiative at which we found that the majority of racial identity events occurred in schools. Given the prevalence of schools in participant narratives, we argue that schooling is a societal marker, or what we will call a touchstone, of racial identity formation and marginalization that is enacted on an interactional level and that reflected historical …
Community Coauthoring: Whose Voice Remains
This article examines how texts are collaboratively produced in community development work when coauthors come from multiple racial, ethnic, and class backgrounds as well as business and other work experiences. We found that the term wordsmithing became a discursive tool that limited resident input and shaped the Plan toward an external audience. We argue that pressure faced by the initiative members are similar to pressures felt by teachers in a…
Introduction to the Special Issue: Power and Positioning in Purposeful Community Change
The Lakeview initiative, first called Lakeview Total Care (LTC) and later changed to Community for the Children of Lakeview (CCL), 2 was initially conceived by the superintendent of the LCSD as a way of bringing together, coordinating, and expanding existing efforts by the school district, individual schools, community service organizations, nonprofit organizations, social service agencies, churches, the business community, and local government t…
Radical Equality in Education: Starting over in U. S. Schooling
Tinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes—one that moves beyond the either/or binary of preparing workers/citizens in a compet…
Sarcasm as Pedagogy of Love: Exploring Ironic Speech Acts in an Urban High School English Classroom
The authors explore how the use of sarcasm in an urban high school English classroom fostered critical language awareness and positive relationships among diverse classroom participants. The guiding research question was, What were the social‐pedagogical functions of sarcasm in this classroom? Drawing on interactional sociolinguistics and pragmatics, the authors found that sarcasm was used to construct a sense of belonging, which supported buildi…
Challenging the Autonomous Wall: Literacy Work in an Urban High School
This article explores how one urban high school under threat of state closure developed a multifaceted literacy program to transform the teaching and learning of literacy in a novel university/school partnership. Analyses of ethnographic and quantitative school data illustrate how the evolution of the literacy program could be understood as a consequence of generative frictions which produced changes in the program and some indication of changes …
How a university and a school district made change together
The University of Rochester and East High School in Rochester, New York, entered into a partnership in 2015, hoping to transform the school to prevent shut down by the state. Both partners were wary because of the district’s failed attempts at reform and the history of similar partnerships elsewhere. A new state-level reform option allowed the partners to form an educational partnership organization (EPO) so that they could become equal partners …
Collaborating for Equity in Urban Education: Comprehensive Reform in an Innovative University/School Partnership
Using data from a participatory ethnography of an urban high school slated for closure, this article examines the impact of comprehensive transformation on the university-school partnership’s goal to change from a culture of underachievement and negativity toward a culture of collaboration and excellence. We explore these question/s: How do comprehensive changes in infrastructure, policies, leadership, and instructional practices shape school cul…
More Than Managing Inequities: Critical Literacy in High School ELA
This study explores how critical literacy in a 9th‐grade high school English Language Arts (ELA) classroom supported youth in challenging justice issues they identified in their local communities. An interdisciplinary theoretical framework informed by literacy as a social practice, critical literacy, and power was used to interpret the data, including student‐created infographics and written reflections over 4 years. Findings indicate that integr…
Sociology (11 works) · Pedagogy (9 works) · Psychology (7 works) · Mathematics education (6 works) · Multilingual Education and Policy (6 works) · Critical Race Theory in Education (5 works) · Linguistics (5 works) · Computer Science (4 works) · Curriculum (4 works) · Educator Training and Historical Pedagogy (4 works)