Day Greenberg
Biographic Data
| ID | 4218462 |
|---|---|
| NAME | Day Greenberg |
| GIVEN NAMES | Day |
| FAMILY NAME | Greenberg |
| SIGNATURE | GREENBERG D |
| AFFILIATIONS | Educational Studies, University of Michigan |
| ORCID | 0000-0003-0615-6236 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
(Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design
Prior research demonstrates the integral nature of affective work in STEM/STEAM, including multiple works in this issue. In our contribution to this special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we seek to better understand the role of joy, an emotion that moves beyond the temporary shallows of happiness into the depths of complexity that connects fear and joy, constraint and transformation, and hu…
Designing and leading justice‐centered informal STEM education
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice‐centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions…
Critical Participatory Co-Analysis
New types of transgressive qualitative research can embrace more collaborative forms of truth-sharing and meaning-making, leading to more multivocal insights to advance shared knowledge-building and development goals in broader-reaching ways. In this study, I turn towards a participatory approach to data collection and analysis to explore new and more multivocal ways of developing knowledge in partnership with youth. I take this turn with the goa…
Co-making against antiBlackness
This article focuses on how Black girls counter the antiBlackness that pervades the culture of STEM/making through their STEM-rich, community-engaged co-making practices. As youth engage each other, their communities, and the world, they make in ways that respond to a critical awareness of the world as it is, and with a desire to agentically author a world that could be. Using participatory critical/relational ethnography and lensed through ideas…
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement in ways that value their experiences and communities, in practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to science engagement, many still reflect White supremacist and patriarchal worldviews in discourse and practice. In Research Practice Partnerships, we engaged eight ISL educators from tw…
Redefining entrepreneurialism in the maker movement
Background: This paper explores traditional iterations of, and new challenges to, the tightly linked discourses of entrepreneurship and innovation within the maker movement.Methods: In a yearlong critical ethnographic study with 12 youth makers, we investigated how youth engaged with and redefined entrepreneurialism through their identity work as justice-oriented, community makers.Findings: Examining youth experiences of entering their making des…
Community Infrastructuring as Necessary Ingenuity in the Covid-19 Pandemic
We report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis. We engaged long-term community partners (parents, their youth, and local community center leaders) in on-going conversation on their experiences with the pandemic. We learned with and from community partners about how and what people in communities most vulnerable in this crisis learn about and respond to COVID-19 in highl…
For Girls to Feel Safe”
This article explores the efforts of two girls to use STEM (science, technology, engineering, and mathematics) knowledge and practice to empower themselves and their peers amid threats of sexual violence against them. Drawing on the feminist construct of intersectionality and social practice theory, we examine how these girls called on intersecting knowledge, practices, people, and scales of activity (different scopes of action) to reclaim space,…
Community Infrastructuring as Necessary Ingenuity in the Covid-19 Pandemic
We report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis. We engaged long-term community partners (parents, their youth, and local community center leaders) in on-going conversation on their experiences with the pandemic. We learned with and from community partners about how and what people in communities most vulnerable in this crisis learn about and respond to COVID-19 in highl…
(Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design
Prior research demonstrates the integral nature of affective work in STEM/STEAM, including multiple works in this issue. In our contribution to this special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we seek to better understand the role of joy, an emotion that moves beyond the temporary shallows of happiness into the depths of complexity that connects fear and joy, constraint and transformation, and hu…
Designing and leading justice‐centered informal STEM education
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice‐centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions…
For Girls to Feel Safe”
This article explores the efforts of two girls to use STEM (science, technology, engineering, and mathematics) knowledge and practice to empower themselves and their peers amid threats of sexual violence against them. Drawing on the feminist construct of intersectionality and social practice theory, we examine how these girls called on intersecting knowledge, practices, people, and scales of activity (different scopes of action) to reclaim space,…
For Girls to Feel Safe”
This article explores the efforts of two girls to use STEM (science, technology, engineering, and mathematics) knowledge and practice to empower themselves and their peers amid threats of sexual violence against them. Drawing on the feminist construct of intersectionality and social practice theory, we examine how these girls called on intersecting knowledge, practices, people, and scales of activity (different scopes of action) to reclaim space,…
Redefining entrepreneurialism in the maker movement
Background: This paper explores traditional iterations of, and new challenges to, the tightly linked discourses of entrepreneurship and innovation within the maker movement.Methods: In a yearlong critical ethnographic study with 12 youth makers, we investigated how youth engaged with and redefined entrepreneurialism through their identity work as justice-oriented, community makers.Findings: Examining youth experiences of entering their making des…
Community Infrastructuring as Necessary Ingenuity in the Covid-19 Pandemic
We report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis. We engaged long-term community partners (parents, their youth, and local community center leaders) in on-going conversation on their experiences with the pandemic. We learned with and from community partners about how and what people in communities most vulnerable in this crisis learn about and respond to COVID-19 in highl…
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement in ways that value their experiences and communities, in practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to science engagement, many still reflect White supremacist and patriarchal worldviews in discourse and practice. In Research Practice Partnerships, we engaged eight ISL educators from tw…
Co-making against antiBlackness
This article focuses on how Black girls counter the antiBlackness that pervades the culture of STEM/making through their STEM-rich, community-engaged co-making practices. As youth engage each other, their communities, and the world, they make in ways that respond to a critical awareness of the world as it is, and with a desire to agentically author a world that could be. Using participatory critical/relational ethnography and lensed through ideas…
Designing and leading justice‐centered informal STEM education
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice‐centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions…
Critical Participatory Co-Analysis
New types of transgressive qualitative research can embrace more collaborative forms of truth-sharing and meaning-making, leading to more multivocal insights to advance shared knowledge-building and development goals in broader-reaching ways. In this study, I turn towards a participatory approach to data collection and analysis to explore new and more multivocal ways of developing knowledge in partnership with youth. I take this turn with the goa…
(Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design
Prior research demonstrates the integral nature of affective work in STEM/STEAM, including multiple works in this issue. In our contribution to this special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we seek to better understand the role of joy, an emotion that moves beyond the temporary shallows of happiness into the depths of complexity that connects fear and joy, constraint and transformation, and hu…
Sociology (7 works) · Political science (6 works) · Citizen journalism (4 works) · Higher Education Practises and Engagement (3 works) · Innovative Education and Learning Practices (3 works) · Pedagogy (3 works) · Psychology (3 works) · Public relations (3 works) · Aesthetics (2 works) · Anthropology (2 works)