Research and Teaching Interests
My interest in understanding how the social identities of individuals inform the teaching and learning process stems from ten years of work as a classroom teacher and as a facilitator of embedded professional development to improve K-12 education. My dissertation explored the relationship between teacher and student identities, classroom culture, and the teaching and learning process. Through an ethnographic study of two urban classrooms I unpack the ways in which teacher and student identities are constructed by focusing on how individuals demonstrate and understand who they are through interactions with one another. My findings suggest that teachers' identities and teaching philosophies inform their stance as well as how they understand teaching across difference. Teacher decisions about how to engage students in order to best support their learning are predicated upon their beliefs and personal understandings about students' background and identities.
My current research is focused on understanding the perspectives of various shareholders (superintendent, school board, and teacher union representatives) in the re-design of mid-sized urban districts. In this work I examine the impact of the partnership with TIDES (Transforming Inquiry Design for Effective Schools & Systems) organization and school districts engaged in transforming educational systems through collaborative inquiry, dialogue and action planning. Another methodological project explores how the identities of researchers of color in multiracial schools informed the data collection process and analysis in two ethnographic studies.
I am passionate about teaching at all levels—from elementary aged students, to collegians, to adult learners. Not only have I taught individuals from a variety of backgrounds and developmental ages but I have done so in diverse settings. My courses are designed to allow students the opportunity to investigate issues from a variety of perspectives including those of students, scholars and practitioners in a safe, engaging and intellectually rigorous space. I believe that exposure to and critical engagement with the rich culture and history of people from diverse backgrounds will encourage students to work towards equity in their future careers.
Jones-Walker, C. (2009). Book Review: Girls in a goldfish bowl: moral regulation, ritual and the use of power amongst inner city girls. Gender and Education, 21(2), 236.
Schultz, K., Jones-Walker, C. & Chikkatur, A. (2008). Teaching negotiation, negotiating teaching: Preparing teachers for urban classrooms. Curriculum Inquiry, 38(2), 155-187.
Spencer, M.B. & Jones-Walker, C. (2004). Interventions and services offered to former juvenile offenders reentering the communities: An analysis of program effectiveness. Youth Violence and Juvenile Justice, 2(1), 88-97.
Rugen, L. & Jones. C. (1999). The role of the coach and a timeline for implementation, Boston, MA: Center for Collaborative Education.
Introduction to Education
Introduction to Black Studies
Identities and Education Education: Intersections and Interactions
Community Organization and Education
Community Outreach Practicum