: Building 3S
Visit Professor Johnson's website
EdD Curriculum and Teaching, Teachers College, Columbia University
MS Elementary Education, University of New Haven
BA English Literature, University of Chicago
Biography / Academic Interests
Professor Johnson came to CSI after several years conducting research on small school reform at the National Center for Restructuring Education, Schools, and Teaching. Prior to pursuing her doctorate, she spent six years teaching children and youth in the public schools of Compton, California, Buenos Aires, Argentina, and New Haven, Connecticut. Dr. Johnson’s current research sits at the intersection of literacy, media, popular culture and post-structural curriculum theory in the classroom. She isspecifically interested in exploring the distinctions between student and teacher definitions of pop culture texts and the roles power and identity politics play in classroom negotiations for pop culture textual meanings over time. Consequently, her work moves beyond the “film” “comic” or “radio hit” genres to include embodied pop culture texts like clothing, jewelry, or food, and also considers pop culture texts participants engage outside formal classroom curricula.
Scholarship / Publications
Johnson, E. and Vasudevan, L. (2012). Seeing and hearing students’ lived and embodied critical literacy practices: Rendering the undetected, drawing on the demonized. Theory into Practice, 20 manuscript pages.
Johnson, E. (2012). Performative politics and radical possibilities: Re-framing pop culture text work in schools. Journal of Curriculum Theorizing, 27 manuscript pages.
Johnson, E. (2011). Pop culture conflict in the classroom. Academic Exchange Quarterly, 15(1), 48-55.
Johnson, E. (2011). "I've got swag": Simone performs and produces space for critical literacy in a high school English classroom. English Teaching Practice and Critique, 10(3), 26-44.
Johnson, E., Oppenheim, R., Suh, Y. J. (2009). “Would that be social justice?” A conceptual constellation of social justice curriculum in action. The New Educator, 5(4), 293-310.