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Grace Enriquez


Associate Professor Grace Enriquez

Dr. Enriquez teaches a variety of courses for the Language & Literacy programs. 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 children’s literature for social justice; critical literacies; reader response; intersections of literacies, identities, and embodiment; and the teaching of writing.

Grace’s work has been published in a variety of national and international refereed journals. She also serves on national literacy committees and editorial review boards. She is the Children's Literature Department Editor for the children’s literature review column of Language Arts, as well as co-author of The Classroom Bookshelf, a blog  published weekly by the School Library Journal.


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

Selected Publications

Refereed Journal Articles

  • 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.


  • Clarke, L. W., Wager, A. C., & Enriquez, G. (forthcoming). The reading turn-around with emergent bilingual children: A five-part framework for differentiated instruction. 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

  • 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.

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