Grace Enriquez
Professional Title: Assistant Professor
Areas of Academic Focus and Expertise:
Critical literacies; intersections of literacies, identities,
and embodiment; children's literature for social justice.
Area of Work and Concentration at Lesley: Literacy; writing; research
Representative List of Recent Courses Taught:
Literacy: The Integration of the Language Arts The Teaching of
Writing Literature for Children and Young Adults Research in Reading
Practicum: Interactive Instruction and Assessment
Education: Ed.D., Columbia University; M.S.Ed., University of Pennsylvania;
B.A., Boston College
Representative List of Recent Publications / Exhibitions:
- Enriquez, G. (2013). "But they won't let you read!": A case study of an urban middle school male's response to school reading. Journal of Education, 193(1), 35-46.
- Cunningham, K. E., & Enriquez, G. (2013). Bridging Core readiness with social justice through social justice picture books. New England Reading Association Journal, 48(2), 28-37.
- Enriquez, G.
(2011). Embodying exclusion: The daily melancholia and performative politics of
struggling early adolescent readers. English Teaching: Practice and Critique,
10(3), 90-112.
- Dawes, E. T., Cappiello, M. A., Enriquez, G., &
Roach, J. (2011). The right to not defend your taste. Language Arts, 88(3),
244-249.
- Enriquez, G., Jones, S., & Clarke, L. W. (2010). Turning
around our perceptions and practices, then our readers. The Reading Teacher,
64(1), 73–76.
- Jones, S., Clarke, L., & Enriquez, G. (2010). The
reading turn-around: A five-part framework for differentiated instruction. New
York: Teachers College Press.
- Jones, S., & Enriquez, G. (2009).
Engaging the intellectual and the moral in critical literacy education: The
four-year journeys of two teachers from teacher education to classroom practice.
Reading Research Quarterly, 44(2), 145-168.
Dr. Enriquez teaches a variety of courses for the
Language & Literacy Division. A former English Language Arts teacher and
literacy staff developer, she bridges her work with teachers and students with
ethnographic and critical research in high-needs urban populations to examine
their responses to literacy instruction in school contexts. Specifically, her
scholarship focuses on critical literacies; intersections of literacies,
identities, and embodiment; and children’s literature for social justice.
Grace’s work has been published in national and international journals, and
her book, The Reading Turn-Around, co-written with Dr. Stephanie Jones and Dr.
Lane Clarke, was published by Teachers College Press. She also serves on
national literacy committees and editorial review boards.
She was
recently a finalist for the Outstanding Dissertation of the Year, International
Reading Association, and was a STAR Program Fellow, Literacy Research
Association