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. (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