Mary Adu‐gyamfi
Biographic Data
| ID | 4874665 |
|---|---|
| NAME | Mary Adu‐gyamfi |
| GIVEN NAMES | Mary |
| FAMILY NAME | Adu‐gyamfi |
| SIGNATURE | GYAMFI M A |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-1676-959X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Humanizing Immigration and Refugee Experiences
How might immigration experiences be complexified and nuanced in elementary settings? This article highlights how fourth-grade students engaged in a picturebook exploration guided by a critical social educator, Kara, centered on immigration and refugee narratives for an integrated social studies and English language arts unit. The unit spanned ten days within the sixty-minute daily literature block. We show how Kara and her 19 students engaged in…
Engaging, Learning, and Thriving Within and Beyond the Classroom Walls
Extending emerging scholarship that emphasizes asset-based and collaborative approaches to parental engagement, this qualitative case study examines how teachers at Jackson High School, serving a predominantly refugee-background student population, engage with students’ families. The study challenges long-standing deficit-oriented and assimilationist practices that have marginalized refugee-background families and reimagines schools as equitable,…
Teaching Justice-Oriented Picturebooks Through Collaborative Discussion and ‘Slow Looking’
Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural po…
Exposing White Fragility and White Emotionalities in Hello Privilege. It's Me, Chelsea
In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It's Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting exampl…
No prominent works on this page.
Exposing White Fragility and White Emotionalities in Hello Privilege. It's Me, Chelsea
In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It's Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting exampl…
Teaching Justice-Oriented Picturebooks Through Collaborative Discussion and ‘Slow Looking’
Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural po…
Humanizing Immigration and Refugee Experiences
How might immigration experiences be complexified and nuanced in elementary settings? This article highlights how fourth-grade students engaged in a picturebook exploration guided by a critical social educator, Kara, centered on immigration and refugee narratives for an integrated social studies and English language arts unit. The unit spanned ten days within the sixty-minute daily literature block. We show how Kara and her 19 students engaged in…
Engaging, Learning, and Thriving Within and Beyond the Classroom Walls
Extending emerging scholarship that emphasizes asset-based and collaborative approaches to parental engagement, this qualitative case study examines how teachers at Jackson High School, serving a predominantly refugee-background student population, engage with students’ families. The study challenges long-standing deficit-oriented and assimilationist practices that have marginalized refugee-background families and reimagines schools as equitable,…
Critical Race Theory in Education (2 works) · Education and experiences of immigrants and refugees (2 works) · Educator Training and Historical Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Teaching method (2 works) · Collaborative writing (1 work) · Critical race theory (1 work) · Curriculum (1 work) · Digital Storytelling and Education (1 work)