Enid Rosario-Ramos

Assistant Professor

Enid Rosario-Ramos’s research focuses on studying the intersections between adolescents’ development of critical literacy skills and their participation in community activism. Recent work looked at the ways in which schools’ institutional structures, teachers’ discursive practices, and classroom instruction support and encourage adolescents to critically examine their worlds and their textual representations. Additional research interests include teacher education, disciplinary literacies, adolescents’ civic engagement, and social justice education.

Rosario-Ramos teaches courses in the following program(s): Literacy, Language, and Culture ; Secondary Teacher Education.

Selected Publications

Johnson, L. R. and Rosario-Ramos, E. M. (2012). The role of educational institutions in the development of critical literacy and transformative action. Theory Into Practice, 51(1), p. 49-56.

Tucker-Raymond, E.; Rosario-Ramos, E. M.; Rosario, M. L. (2011). Cultural Persistence, Political Resistance, and Hope in the Community and School-Based Art of a Puerto Rican Diaspora Neighborhood. Equity & Excellence in Education, 44(2), pp. 270-286.

Rosario-Ramos, E. M. and Nieto, S. (In press). Literacy and multicultural education. In C. A. Chapelle (General Editor) and W. S. E. Lam (Area Editor), The Encyclopedia of Applied Linguistics. Wiley-Blackwell Publisher; expected publication in 2011.

Lam, W. S. E. and Rosario-Ramos, E. (2009). Multilingual Literacies in Transnational Digitally-Mediated Contexts: An Exploratory Study of Immigrant Teens in the U.S.. Language and Education, 23(2): 171-190.

Johnson, L. R. and Rosario-Ramos, E. M. (2012). The role of educational institutions in the development of critical literacy and transformative action. Theory Into Practice, 51(1), p. 49-56.