Cultural Practice
ERDG 773: Researching Classroom Literacy

Selected Publications:

New Standards Group. (In process). Reading and writing: Grades 4 & 5. Washington, DC: National Center for Education and the Economy.

Dimitriadis, G., & Kamberelis, G. (2006). Theory for education. New York: Routledge.

Kamberelis, G., & Albert, M. (In press). Douglas Waples: Voice from the past, avatar of the present. In S. Israel & J. Monaghan (Eds.), Early reading pioneers. Newark, DE: International Reading Association.

Kamberelis, G., & Dimitriadis, G. (2005). Collectively remembering Tupac: The narrative mediation of current events, cultural histories, and social identities. In J. Jensen & S. Jones (Eds.), Afterlife and afterimage: Popular music and posthumous fame. New York: Peter Lang.

Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and research practice. In N. K. Denzin & Y. S. Lincoln (Eds.). Handbook of qualitative research (3rd Edition, pp. 875-895). Thousand Oaks, CA: Sage.

Kamberelis, G. (2004). (Re)reading Bakhtin as poetic grammarian and strategic pedagogue. Journal of Russian and East European Psychology, 42(6), 95-105.

Kamberelis, G. (2004). The rhizome and the pack: Liminal literacy formations with political teeth. In K. Leander & M. Sheehy (Eds.), Spatializing literacy research and practice (pp. 161-197). New York: Peter Lang.

Kamberelis, G., & de la Luna, L. (2004). Children’s writing: How textual forms, contextual forces, and textual politics co-emerge. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analysis of text and textual practice (pp. 239-277). Mahwah, NJ: Erlbaum.

Kamberelis, G. (2003). Ingestion, elimination, sex, and song: Trickster as premodern avatar of postmodern research practice. Qualitative Inquiry, 9(5), 673-704.

Kamberelis, G. (2002). Coordinating reading and writing competencies during early literacy development. In J. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), Fifty-first yearbook of the National Reading Conference (pp. 227-241). Chicago: National Reading Conference.

Kamberelis, G. (2001). Producing heteroglossic classroom (micro)cultures through hybrid discourse practice. Linguistics and Education, 12(1), 85-125.

Kamberelis, G. (2001). Understanding situated literacy practices: Verisimilitude, contingency, and understatement [Review of the book Writing on the plaza: Mediated literacy practices among scribes and clients in Mexico City]. Journal of Literacy Research, 23, 203-210.

Kamberelis, G. (1999). Genre development: Children writing stories, science reports and poems. Research in the Teaching of English, 33(2), 403-460.

Kamberelis, G., & Bovino, T. D. (1999). Cultural artifacts as scaffolds for genre development. Reading Research Quarterly, 34(2), 138-170.

Kamberelis, G. (1995). Genre as institutionally informed social practice. Journal of Contemporary Legal Issues, 6, 115-171.

Kamberelis, G. (1995). Performing classroom community: A dramatic palimpsest of answerability. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Forty-fourth yearbook of the National Reading Conference (pp. 148-160). Chicago: National Reading Conference.

Kamberelis, G., & Scott, K. (1992). Other people’s voices: The coarticulation of texts and subjectivities. Linguistics and Education, 4, 359-403.
Dimitriadis, G., & Kamberelis, G. (2006). Theory for Education . New York: Routledge.

Kamberelis, G., & Dimitriadis, G. (2004). Qualitative inquiry: Approaches to Language and Literacy Research. New York: Teachers College Press.

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Last Updated: May 5, 2008

George Kamberelis Professor University at Albany State University of New York School of Education-ED330 Albany, NY 12222 518-442-5103 GKamberelis@uamail.albany.edu

About George Kamberelis Ph.D., University of Michigan After receiving a B.A. in philosophy and religious studies (1976) and an M.A. in literature and religion (1979), Professor Kamberelis spent seven years as a middle school teacher. He then founded, owned, and operated several espresso bars in Chicago for another seven years, while also employed as an outdoor education instructor for three alternative schools. After returning to graduate school in 1986, he earned an M.A. in psychology (1990) and a Ph.D. in psychology and education (1993) at the University of Michigan, specializing in literacy studies, educational anthropology, and interpretive research methods. Before coming to the University at Albany, Professor Kamberelis worked as an Assistant Professor in the Department of Speech Communication at the University of Illinois at Urbana-Champaign and as an Associate Professor in the Department of Curriculum and Instruction at Purdue University. Approaching the study of language and literacy learning from an interdisciplinary perspective that combines sociolinguistics, anthropology, sociology, cultural studies, and education, Professor Kamberelis has conducted research on (a) how children make the transition from emergent to conventional literacy, (b) how children learn different disciplinary discourses and genres, (c) the relations among language and literacy practices, learning, and identity (d) the nature and effects of children’s investments in popular culture and the media, and (e) the histories and logics of interpretive research methods. With Greg Dimitriadis, Professor Kamberelis published the book, On Qualitative Inquiry (Teachers College Press) in 2004. They published another book, Theory for Education (Routledge Press), in 2006. Professor Kamberelis is also working with 20 other literacy scholars from across the nation to write a book on literacy performance standards for 4th and 5th grades. This book will be published by the National Center for the Education and the Economy in 2006 and will resemble the already published Reading and Writing: Grade by Grade, which focuses on literacy standards for kindergarten through 3rd grade. Professor Kamberelis’ research and scholarship has also been published in many journals including Reading Research Quarterly, Journal of Literacy Research, Research in the Teaching of English, Linguistics and Education, Reading and Writing: An Interdisciplinary Journal, Literacy Teaching, and Learning: An International Journal of Early Reading and Writing, The Annals of the American Academy of Political and Social Sciences, Journal of Contemporary Legal Issues, Qualitative Inquiry, The Handbook of Qualitative Inquiry (3rd Edition), as well as many edited books. In 1999, Professor Kamberelis was awarded a Spencer Foundation/National Academy of Education postdoctoral fellowship, and in 2002 he won the National Reading Conference Early Career Achievement Award. He is the past president of the History of Literacy Special Interest Group of the International Reading Association and an elected member of the National Council for Research on Language and Literacy. Professor Kamberelis also serves (or has served) on the editorial boards of Reading Research Quarterly, Journal of Literacy Research, Journal of Adolescent and Adult Literacy, and the National Reading Conference Yearbook, and he is an occasional reviewer for many other journals including American Educational Research Journal American Educational Research Journal, Communication Theory, Developmental Psychology, Linguistics and Education, Review of Educational Research, and Qualitative Inquiry. Currently, Professor Kamberelis conducts research on English language learning and its relation to social, cultural, and economic empowerment. He also conducts research on the nature and effectiveness of after school literacy programs designed to promote learning and achievement among middle school students judged “at risk” for academic failure. George Kamberelis teaches the following courses: ERDG 610: Literacy and Society ERDG 638: Media Literacy ERDG 655: Emergent Literacy ERDG 687: Logics of Inquiry ERDG 710: Literacy as Social/Cultural Practice ERDG 773: Researching Classroom Literacy Selected Publications: New Standards Group. (In process). Reading and writing: Grades 4 & 5. Washington, DC: National Center for Education and the Economy. Dimitriadis, G., & Kamberelis, G. (2006). Theory for education. New York: Routledge. Kamberelis, G., & Albert, M. (In press). Douglas Waples: Voice from the past, avatar of the present. In S. Israel & J. Monaghan (Eds.), Early reading pioneers. Newark, DE: International Reading Association. Kamberelis, G., & Dimitriadis, G. (2005). Collectively remembering Tupac: The narrative mediation of current events, cultural histories, and social identities. In J. Jensen & S. Jones (Eds.), Afterlife and afterimage: Popular music and posthumous fame. New York: Peter Lang. Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and research practice. In N. K. Denzin & Y. S. Lincoln (Eds.). Handbook of qualitative research (3rd Edition, pp. 875-895). Thousand Oaks, CA: Sage. Kamberelis, G. (2004). (Re)reading Bakhtin as poetic grammarian and strategic pedagogue. Journal of Russian and East European Psychology, 42(6), 95-105. Kamberelis, G. (2004). The rhizome and the pack: Liminal literacy formations with political teeth. In K. Leander & M. Sheehy (Eds.), Spatializing literacy research and practice (pp. 161-197). New York: Peter Lang. Kamberelis, G., & de la Luna, L. (2004). Children’s writing: How textual forms, contextual forces, and textual politics co-emerge. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analysis of text and textual practice (pp. 239-277). Mahwah, NJ: Erlbaum. Kamberelis, G. (2003). Ingestion, elimination, sex, and song: Trickster as premodern avatar of postmodern research practice. Qualitative Inquiry, 9(5), 673-704. Kamberelis, G. (2002). Coordinating reading and writing competencies during early literacy development. In J. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), Fifty-first yearbook of the National Reading Conference (pp. 227-241). Chicago: National Reading Conference. Kamberelis, G. (2001). Producing heteroglossic classroom (micro)cultures through hybrid discourse practice. Linguistics and Education, 12(1), 85-125. Kamberelis, G. (2001). Understanding situated literacy practices: Verisimilitude, contingency, and understatement [Review of the book Writing on the plaza: Mediated literacy practices among scribes and clients in Mexico City]. Journal of Literacy Research, 23, 203-210. Kamberelis, G. (1999). Genre development: Children writing stories, science reports and poems. Research in the Teaching of English, 33(2), 403-460. Kamberelis, G., & Bovino, T. D. (1999). Cultural artifacts as scaffolds for genre development. Reading Research Quarterly, 34(2), 138-170. Kamberelis, G. (1995). Genre as institutionally informed social practice. Journal of Contemporary Legal Issues, 6, 115-171. Kamberelis, G. (1995). Performing classroom community: A dramatic palimpsest of answerability. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Forty-fourth yearbook of the National Reading Conference (pp. 148-160). Chicago: National Reading Conference. Kamberelis, G., & Scott, K. (1992). Other people’s voices: The coarticulation of texts and subjectivities. Linguistics and Education, 4, 359-403.		Dimitriadis, G., & Kamberelis, G. (2006). Theory for Education . New York: Routledge.
		Kamberelis, G., & Dimitriadis, G. (2004). Qualitative inquiry: Approaches to Language and Literacy Research. New York: Teachers College Press.