Professor Greer Johnson

PhD (University of Queensland), M Education (University of Queensland), Diploma in Education (University of Queensland), B Arts (University of Queensland

Lecturer, School of Education and Professional Studies (Brisbane, Logan)

Contact Details for Professor Greer Johnson
Professional page for Professor Greer Johnson

Research expertise

Her current research focuses on identity construction in educational, cultural and workplace settings using discourse and narrative analysis of interviews and visual materials.

Current grants

• ARC Discovery - Billett, S, Johnson, G., Hirst, E., Thomas, S., & Sim, C. (2008-2010). Towards a transformative model: re-shaping transitions between school and post-school. Host Institution: Griffith University. 2008 -45K; 2009- 45K; 2010- 45K.
  
• ARC Linkage - Billett, S., Johnson, G., & Martin, G. (2008-2009). Sustaining older workers competence: Informing policy and practice. Host Institution: Griffith University. 36K; 36K.
• Department of Education and Training in the Arts (DETA) - Johnson, G., & Wyatt-Smith, C. (2008-2010). Evaluation of the impact of the Literacy the Key to Learning: Framework for Action 2006-2008. 2008-90K; 2009-90K; 2010-90K.
  

Current teaching areas

• EBL7267 Research methods in education
• EBL8262 Interviews and surveys
  
• EBL1043 Literature for children and young adults (Convenor & teacher)
  

Selected publications

Books

• Johnson, G. (forthcoming). Narrative Inquiry & Reflective Practice: A multimodal approach. Springer International press.
  
• Johnson, G. & Baker, C.D. (1998). Italian-Australian Courtship & Marriage Stories. Central Queensland University Press. ISBN No. 1875 998 454.
  

Book chapters

• Paoletti, I & Johnson, G. (2007). Doing being ordinary in an interview narrative with a second generation Italian-Australian woman. In M. Bamberg, A. de Fina and D. Schiffrin (Eds). Selves and Identities in Narrative And Discourse. Amsterdam, The Netherlands: John Benjamins.
  
• Johnson, G.C. (2006). The discursive construction of teacher identities in a research interview. In A. DeFina, D. Schiffrin, and M. Bamberg (Eds.), Discourse and identity, pp.188-232. Cambridge: Cambridge University Press.
  
• Johnson, G. (2003). Making the invisible visible. In H. Fehring (Ed.), Literacy assessment: A collection of articles from the Australian Literacy Educators Association, (pp. 90-102). Newark, Delaware: International Reading Association. ISBN 0-87207-004-2.

Refereed journal articles

• Johnson, G. (2008). Making visible an ideological dilemma in an interview narrative. Narrative Inquiry. (June 2008).
  
• Johnson, G. (2008). Narrative inquiry and school leadership identities. International Journal for Leadership in Education. (accepted July 2008).
  
• Johnson, G., Moller, J., & Portin, B. (2008). Researching Leadership for Learning. International Journal for Leadership in Education. (accepted July 2008).
  
• Dempster, N. & Johnson, G. (2006). Inter-relationships between leadership and learning: Some findings from Southside High. Leading and Managing, 12(2), 29-39.
  
• Johnson, G., Clarke, S., & Dempster, N. (2005). The discursive (re)construction of parents in school texts. Language and Education, 19(5), 380-399.
  
• Johnson, G.C., & Paoletti, I. (2004). Orienting to the category ordinary but special in an Australian-Italian courtship and marriage narrative. Narrative Inquiry, 14(1), 241-268.
  
• Watson, G.A., Johnson, G.C., & Austin, H. (2004). Exploring relatedness to the field of study as an indicator of student retention. Higher Education Research and Development, 23(1), 57-72.
  
• Johnson, G. (2004). Reconceptualising the visual in narrative inquiry into teaching. Teaching and Teacher Education: An international journal of research and studies, 20(5), 423-434.
  
• Johnson, G.C., & Watson, G. (2004). Oh gawd how am I going to fit into this: Producing [mature] first year student identity. Language and Education, 18(6), 474-487.
  
• Johnson, G. (2002). Defending reading practices: A life-long learning process. Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults, 12(2), 3-21.
  
• Johnson, G., & Stevens, E. (2002). Moving from the personal to the political in teachers reflective practice. Queensland Journal of Educational Research, 18(1), 7-22.
  
• Johnson, G. (2002). Moving towards critical literacies in conversations about the teaching of English. Australian Journal of Language and Literacy, 25(1), 49-60.
  
• Johnson, G. (2002). Using visual narrative and poststructuralism to (re)read a student teacher's professional practice. Teaching and Teacher Education: An International Journal of Research and Studies, 18, 387-404.
  
• Johnson, G. (2002). Taking up a post-personal position in reflective practice. Reflective Practice, 3(1), 21-38.
  
• Johnson, G. (2002). Teachers challenging the status quo in the research interview. Journal of Education for Teaching: International Research and Pedagogy, 28(3), 275-278.
  
• Johnson, G. (2001/2). A cautionary tale: A dialogic re-reading of a student teacher's visual narrative. Narrative Inquiry, 3(1), 21-38.

Refereed conference papers

• Watson, G. A. & Johnson, G.C. (2005). Exploring the impact of professional experience on retention within a teachers education pre-service program. In M. Cooper (Ed.), 33rd Annual Conference of the Australian Teacher Education Association. Teacher Education: Local and Global. July, Surfers Paradise, Australia.
  
• Watson, G.A., Johnson, G.C., & Walker, T. (2005). Building a better understanding of the learning community of post-graduate coursework students. In A. Brew and C. Asmar (Eds.), Higher Education Research and Development Society of Australia Inc Annual International HERDSA Conference: Higher Education in a Changing World. July, Sydney, Australia.
  
• Watson, G.A., & Johnson, G.C. (2004). Towards a greater understanding of multiliteracies: A multimodal methodology for capturing and analysing young peoples out-of-school computer game playing. In Doing the public good: Positioning education research. Australian Association of Research in Education, Melbourne, Australia.
  
• Johnson, G.C., & Watson, G.A. (2004). Constructing identities in informal study groups: An account of socialisation into affinity groups of leaders. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), 2nd International conference on Cognition, Language and Special Education. Educating: Weaving Research into Practice. December, Surfers Paradise, Australia.
  
• Johnson, G.C. (2003). (Re)negotiating teacher identities across two discursive frames of critically reflective practice. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), 1st International conference on Cognition, Language and Special Education. Reimagining Practice: Researching Change. December, Surfers Paradise, Australia.
  
• Watson, G., & Johnson, G.C. (2003). Filling the gaps: Students perceptions of university affordances. 7th Pacific Rim Conference on First Year in Higher Education. July, Brisbane, Australia.
  
• Watson, G., Johnson, G.C., & Billet, S. (2002). Ready or not. Results of an orientation week survey of education students. 6th Pacific Rim Conference on First Year in Higher Education. July, Christchurch, New Zealand.

Reports

• Dempster, N., Johnson, G., Clarke, S., Chester, I., & Russell, N. (2003). Faculty of Education, Griffith University 30 April. Discussion Paper No 2 Young People, Schools and Innovation: Towards an action plan for the school sector. Submission Number RTTE 237, Submission to review of teaching and teacher education.