Free open access links to recent papers:
Greenberg, D. (2025). Critical Participatory Co-Analysis: Advancing Analytic Methods for Participatory Qualitative Research. International Journal of Qualitative Methods, 24, 16094069251342552. https://doi.org/10.1177/16094069251342551
Greenberg, D., Kim, W. J., Brien, S., Barton, A. C., Balzer, M., & Archer, L. (2025). Designing and leading justice-centered informal STEM education: A framework for core equitable practices. Science Education, 109(1), 27–58. https://doi.org/10.1002/sce.21903
Scipio, D., Greenberg, D., Keifert, D. T., & Lee, S. J. (2025). Pedagogies of Joy;) A Leap to Joy-Centered Critical Design. Science Education. https://doi.org/10.1002/sce.21983 — (free copy here)
Greenberg, D., Perez, M., Turner, C., & Barton, A. C. (2023). Worldmaking in COVID-19: Youth Restructuring Reality via Anime Roleplay. Proceedings of the International Conference for the Learning Sciences. https://repository.isls.org//handle/1/9880
Greenberg, D., Scipio, D., Brien, S., Barton, A. C., & Pugh, P. (2023). Authority-Sharing in Nature: Critically Examining Power in Field Trip Programs. Proceedings of the International Conference for the Learning Sciences, 2089–2090. https://repository.isls.org//handle/1/10175
Roby, R. S., Calabrese Barton, A., Tan, E., & Greenberg, D. (2023). Co-making against antiBlackness. Equity & Excellence in Education, 56(3), 450–463. https://doi.org/10.1080/10665684.2023.2222552 — (free copy here)
Perez, M., Barton, A. C., Greenberg, D., & Turner, C. (2023). Exploring Youth Critical Collective Futuring as Learning. Proceedings of the International Conference for the Learning Sciences. https://repository.isls.org//handle/1/9867
Calabrese Barton, A., Greenberg, D., Turner, C., Riter, D., Perez, M., Tasker, T., Jones, D., Herrenkohl, L. R., & Davis, E. A. (2021). Youth Critical Data Practices in the COVID-19 Multipandemic. AERA Open, 7, 23328584211041630. https://doi.org/10.1177/23328584211041631
Calabrese Barton, A., Greenberg, D., Kim, W. J., Brien, S., Roby, R., Balzer, M., Turner, C., & Archer, L. (2021). Disruptive moments as opportunities towards justice-oriented pedagogical practice in Informal Science Learning. Science Education, 105(6), 1229–1251. https://doi.org/10.1002/sce.21682
Greenberg, D., Calabrese Barton, A., Turner, C., Hardy, K., Roper, A., Williams, C., Herrenkohl, L. R., Davis, E. A., & Tasker, T. (2020). Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic. Educational Researcher, 0013189X20957614. https://doi.org/10.3102/0013189X20957614
Greenberg, D., Barton, A. C., Tan, E., & Archer, L. (2020). Redefining entrepreneurialism in the maker movement: A critical youth approach. Journal of the Learning Sciences, 0(0), 1–40. https://doi.org/10.1080/10508406.2020.1749633 — (free copy here)
Greenberg, D. (2020). Critical Participatory Co-Analysis: A New Opportunity for the Field. Published Proceedings of the International Society of the Learning Sciences. https://repository.isls.org//handle/1/9087
Greenberg, D., Balzer, M., Calabrese Barton, A., Tan, E., & Youth Action Council. (2020). We’re the Bosses: Youth Action Council Designs an Equitable Makerspace. In L. Hogg, K. Stockbridge, C. Achieng-Evensen, & S. SooHoo (Eds.), Pedagogies of With-ness: Students, Teachers, Voice and Agency. Myers Education Press. (free copy here)
Greenberg, D. (2019). Critical Participatory Explorations of Youth STEM Pathways (22618647). ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/2287050622?accountid=12598
Greenberg, D., & Calabrese Barton, A. (2017). “For Girls to Feel Safe”: Community Engineering for Sexual Assault Prevention. Girlhood Studies, 10(2). https://doi.org/10.3167/ghs.2017.100203 (free copy here)
Greenberg, D. (2017). Why Science Teachers Should Care About Social Justice. I Wonder… : Rediscovering School Science, 1(3), 70–73. (free copy here)
Calabrese Barton, A., Tan, E., & Greenberg, D. (2017). The Makerspace Movement: Sites of Possibilities for Equitable Opportunities to Engage Underrepresented Youth in STEM. Teachers College Record, 119(6). Retrieved from http://www.tcrecord.org/library/Abstract.asp?ContentId=21785 (free copy here)
Free Resources for Justice-Centered STEM:
A STARTING POINT GUIDE to learn about Core Equitable Practices, a new justice-centered framework for working with youth and communities in learning spaces and programs: https://yestem.org/wp-content/uploads/2022/03/2021-YESTEM-Insight-2-Core-Equitable-Practices.pdf
A PRINTABLE POSTER OF PLANNING PROMPTS for designers, educators, and researchers in STEM-ed who want to center justice more explicitly in their programming and projects: https://yestem.org/wp-content/uploads/2022/05/The-Informal-STEM-Learning-Cheat-Sheet.pdf
A LIBRARY OF RESOURCES to help leaders more deeply enact Core Equitable Practices using a YESTEM justice-oriented framework, based on more than 5 years of critical participatory design-based research findings: https://yestem.org/tools/core-equitable-practices/
A REFLECTION TOOL to support institutional teams in goal-setting towards centering Justice, Equity, Diversity, and Inclusion within programs, spaces, and across partnerships and initiatives: https://yestem.org/tools/the-equity-compass/
Day Greenberg 