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Dr. Enriquez teaches a variety of courses for the Language & Literacy and PhD in Educational Studies programs. A former English Language Arts teacher and literacy staff developer, she bridges her work with teachers and students through collaborative, humanizing, ethnographic, and critical research in high-needs urban populations to examine literacy instruction in school contexts. Specifically, her scholarship focuses on reader response; children’s literature for social justice; critical literacies; 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 and books. She also serves on national literacy committees and editorial review boards. She is the recipient of the CHLA Diversity Research Grant, the CLA Research Award, and the NCTE Research Foundation Grant. Currently, she is the Children's Literature Feature Editor for The Reading Teacher, as well as co-author of the weekly blog, The Classroom Bookshelf.


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

Selected Publications

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.


  • 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.

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