Grace Enriquez

Ed.D., Columbia University
M.S.Ed., University of Pennsylvania
BA, Boston College

Journal Articles

• Enriquez, G. (2022). “I don’t want to finish this book!”, or A posthumanist view of affect, reader response, and children’s literature. Children’s Literature in Education. https://doi.org/10.1007/s10583-022-09501-z
• Cunningham, K. E., & Enriquez, G. (2022). Planning for book joy: Reconceptualizing power in literacy instruction. Language Arts, 99(3), 192-194.
• Rodríguez, N. N., Enriquez, G., Sambolin, A. N., & Torres, A. (2021). Literacy and imperialism: The Filipinx and Puerto Rican experience. Research in the Teaching of English, 56(2), 223-230.
• Lewis Ellison, T., & Enriquez, G. (2021). Humanizing relationships, practices, and research: Using photo-elicitation narratives to humanize Black fathers and boys. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2021.1956618
• Enriquez, G. (2021). Foggy mirrors, tiny windows, and heavy doors: Beyond diverse books toward meaningful literacy instruction. The Reading Teacher, 75(1), 103-106. http://doi.org/10.1002/trtr.2030
• Kontovourki, S., Johnson, E., & Enriquez, G. (2020). Embodiment and literacies: Teaching, learning, and becoming in a post- world. English Teaching: Practice and Critique, 19(4), 381-388. https://doi.org/10.1108/ETPC-11-2020-191
• Enriquez, G. (2019). Rethinking read-alouds: Toward meaningful integration of diverse books in our classrooms. Primer Calendar, 48(1), 30, 40.
• Enriquez, G., & Wager, A. C. (2018). The reader, the text, the performance: Opening spaces for the performing arts as reader response. Voices from the Middle, 26(1), 21-25.
• Enriquez, G., Clark, S. R., & Della Calce, J. (2017). Using children’s literature for dynamic learning frames and growth mindsets. The Reading Teacher, 70(6), 711-719.
• Enriquez, G. (2014). Critiquing social justice picturebooks: Teachers’ critical literacy reader responses. New England Reading Association Journal. 50(1), 27-37.
• Enriquez, G., & Shulman-Kumin, A. (2014). Searching for “truth”: Using children’s nonfiction for social justice and Common Core goals. Journal of Children’s Literature, 40(2), 16-25.
• Enriquez, G. (2014). Embodiments of “struggle”: Examining the melancholy, loss, and interactions with print of two adolescent “struggling readers.” Anthropology & Education Quarterly, 45(1), 105-122.
• 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 (Early Career Scholars issue), 193(1), 35-46.
• Cunningham, K., & Enriquez, G. (2013). Bridging Core readiness with social justice through 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.
• 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., & 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.

Books

• Wager, A. C., Clarke, L. W., & Enriquez, G., with Garcia, C., Lara, G. P., & Reynolds, R. (2019). The reading turn-around with emergent bilinguals: A five-part framework for powerful teaching and learning (Grades K-6). New York: Teachers College Press.
• Enriquez, G., Johnson, E., Kontovourki, S., & Mallozzi, C. (Eds.) (2016). Literacies, learning, and the body: Bringing theory and research into pedagogical practice. New York: Routledge.
• Jones, S., Clarke, L., & Enriquez, G. (2010). The reading turn-around: A five-part framework for differentiated instruction. New York: Teachers College Press.

Book Chapters

• Enriquez, G., Kontovourki, S., & Johnson, E. (in press). Literate identities and/in the body: Tracing embodiments of literacy across grade levels. In K. Frankel, & C. Wagner (Eds.), Becoming readers and writers: Literate identities across childhood and adolescence. Routledge.
• Enriquez, G. (in press). Resilience, courage, and relocation: Using children’s literature to deepen understanding about immigrants and refugees. In A. A. Gunn & S. V. Bennett (Eds.), Multicultural children’s literature: Teaching in a diverse society. Routledge.
• Johnson, E., Enriquez, G., & Kontovourki, S. (2021). Children’s and youth’s embodiments of critical literacy . In J. Z. Pandya, R. A. Mora, J. Alford, J., N. A. Golden, & R. S. de Roock (Eds.), The handbook of critical literacies (pp. 71-81). New York: Routledge.
• Cunningham, K. E., Cappiello, M. A., Dawes, E. T., & Enriquez, G. (2021). The pitfalls and potential of anthropomorphism in children’s literature. In Peter Solomon Exhibit Catalog (pp. 17-28), Houghton Library, Harvard University. Cambridge, MA.
• Enriquez, G. (2021). Critical approaches to text. In S. Parsons & M. Vaughn (Eds.), Principles of effective literacy instruction, grades K-5. (pp. 251-257). New York: Guilford Press.
• Enriquez, G., Shinas, V. H., & Steckel, B. (2019). Re-envisioning authentic literature integration for online teacher education: A programmatic approach (pp. 261-283). In R. Karchmer-Klein & K. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global.
• Cunningham, K., & Enriquez, G. (2018). Picturebook illustrations: Powerful pathways for literacy learning and language acquisition. In B. Berriz, A. Wager, & V. Poey (Eds.), Art as a way of talking for emergent bilingual youth: A foundation for literacy in preK-12 schools (pp. 144-165). New York: Routledge.
• Enriquez, G. (2016). Reader response and embodied performance: Body-poems as performative response and performativity. In G. Enriquez, E. Johnson, S. Kontovourki, & C. Mallozzi (Eds.), Literacies, learning, and the body: Putting theory and research into pedagogical practice. New York: Routledge.