Kenneth Gyamerah
PhD
Assistant Professor
Faculty of Education
Contact information
Charles Hall
- Room 305
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8
905.721.8668 ext. 6706
Bio
Dr. Kenneth Gyamerah is an Assistant Professor in the Frazer Faculty of Education at Ontario Tech University. His research explores how curriculum and educational policies can authentically respond to complex global challenges. Dr. Gyamerah’s research interests include STEM education, youth agency, education policy, comparative and international education, epistemic justice, Black studies in education, de/anticolonial education, and teacher education. Methodologically, Dr. Gyamerah's work draws on Youth Participatory Action Research (YPAR), participatory policy inquiry, Indigenous methodologies, and decolonizing research approaches. He collaborates extensively with school boards, educators, youth, and historically marginalized communities to co-create knowledge and inform educational policy and practice.
Dr. Gyamerah has taught and conducted research in Canada and internationally. He is a Chevening Scholar and holds a Bachelor of Education from the University of Education, Winneba (Ghana), a Master of Science in Education Policy from the University of Bristol (United Kingdom), and a PhD in Education from Queen's University (Canada). Prior to joining Ontario Tech University, he worked as Research Coordinator with the Toronto District School Board, where he led the Anti-Hate and Anti-Racism research portfolio, supporting system-wide research and policy development.
Website Google Scholar ResearchGate
Courses taught
Bachelor of Arts (Educational Studies)
- EDST 4530U - Social Justice Issues in Education
Bachelor of Education
- EDUC 2402U - Equity and Diversity
- EDUC 2404U - Education Law, Policy & Ethics
Graduate
- EDUC 5001G - Principles of Learning
- EDUC 5302G - Critical Debates in Education
- EDUC 5502G - Social and Cultural Context of Education
- EDUC 5503G - Decolonizing Education
- EDUC 5506G - Foundations of Equity, Diversity and Inclusion
Research and expertise
- STEM Education
- Teacher Education
- Education Policy
- Comparative and International Education
- Youth Participatory Action Research (YPAR)
- De/anticolonial Education
- Epistemic Justice
- Black Studies in Education
Opare, G., & Gyamerah, K. (2026). ‘A slave is always a slave': Interfacing rhetorics of ethnoracialisation in the postcolony. Critical African Studies. Advance online publication. https://doi.org/10.1080/21681392.2026.2708045
Gyamerah, K. (2026). Rethinking international research partnerships for just and equitable futures. Journal of International Students, 16(5). https://www.ojed.org/jis/article/view/9167
Ahmed, A., & Gyamerah, K. (2025). Sankofa: Towards an African-centred research methodological framework. International Journal of Social Research Methodology, 1–18. https://doi.org/10.1080/13645579.2025.2564127
Gyamerah, K. (2025). Whose knowledge counts? Decolonial and anticolonial reckonings in STEM education. Encounters in Theory and History of Education, 26. https://doi.org/10.24908/encounters.v26i0.19612
Gyamerah, K. (2025). It takes a village to raise a child: Sankofa, Ubuntu, and Ujamaa as counter-frameworks for anti-colonial education. Interdisciplinary Journal of Student Success, 4(1), 94–110.
Gyamerah, K. (2025). Rethinking the potential role of African Indigenous knowledge systems in transforming STEM education. Diaspora, Indigenous, and Minority Education, 1–13. https://doi.org/10.1080/15595692.2025.2553599
Gyamerah, K., Mao, J., Johnston, A., Hodges, E., Pillay, T., Pashby, K., & Butler, A. (2025). Decolonial STEM education and the integration of a critical global citizenship education framework in an Ontario secondary school. Comparative and International Education / Éducation Comparée et Internationale, 54(1), 15–31. https://doi.org/10.5206/cie-eci.v54i1.19989
Gyamerah, K., & Bonsu, D. (2025). 3Ps of culturally relevant, responsive, and sustaining education. In A. B. Campbell (Ed.), Active Brave Conversations: Classroom Voices Support and Advocate for Belonging and Inclusion. Pembroke Publishers.
Gyamerah, K., Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Amoateng, E. Y., & Sasu, E. O. (2024). Emergency remote teaching amid global distress: How did teacher educators respond, cope, and plan for recovery? Discover Global Society, 2(1), 28. https://link.springer.com/article/10.1007/s44282-024-00053-9
Liu, S., Gyamerah, K., Ahn, C., & Pillay, T. (2024). Creating spaces of engagement: Exploring high school youth's voices in reshaping the social justice curriculum. Journal of Teaching and Learning, 18(1), 75–92. https://doi.org/10.22329/jtl.v18i1.7842
Baidoo-Anu, D., Gyamerah, K., Mahama, I., & Ofori-Sasu, E. (2023). Towards classroom inclusivity: Exploring K–12 teachers' sensitivity to cultural diversity. Culture and Education, 1–38. https://doi.org/10.1080/11356405.2023.2200590
Baidoo-Anu, D., Gyamerah, K., & Munezhi, M. (2023). Digital divide in higher education in Sub-Saharan Africa: Evidence from online learning during the COVID-19 pandemic. Springer Nature Social Sciences, 3(8), 122. https://link.springer.com/article/10.1007/s43545-023-00717-4
Baidoo-Anu, D., Gyamerah, K., & Chanimbe, T. (2023). Secondary school categorization in Ghana: Silent plights of students and implications for equitable learning. Journal of Human Behavior in the Social Environment, 33(3), 348–365. https://doi.org/10.1080/10911359.2022.2061665
Gyamerah, K., Kapoor, A., & Xu, H. (2022). Investigating the impact of K–12 international recruitment policyscapes through neoliberal and anti-colonial frames. Comparative and International Education, 50(2), 68–84. https://doi.org/10.5206/cieeci.v50i2.14202