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Headshot photograph of Dr. Kenneth Gyamerah

Kenneth Gyamerah
PhD

Assistant Professor

Faculty of Education

LinkedIn Website

Contact information

Charles Hall - Room 305
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8

905.721.8668 ext. 6706

kenneth.gyamerah@ontariotechu.ca

Bio

Dr. Kenneth Gyamerah is an Assistant Professor at the Mitch and Leslie Frazer Faculty of Education. His research interests include equity, access, and representation of Black, Indigenous and racialized youth in STEM/STEAM education, decolonizing education, anti-colonial education, teacher education, comparative and international education, African Indigenous knowledge systems, curriculum and educational policy. Dr. Gyamerah’s research also seeks to amplify and center the voices, knowledges, identities and experiences of Black, Indigenous, and racialized youth in both K-12 and higher education. He is a Chevening Scholar and holds a BEd from the University of Education, Winneba (Ghana), an MSc in Education Policy from the University of Bristol (UK), and a PhD in Education from Queen's University. Before joining Ontario Tech, Dr. Gyamerah worked with the Toronto District School Board (TDSB) as a research coordinator. At the TDSB, he led the Anti-Hate and Anti-Racism research portfolio.

For more information: 

Courses taught

Graduate

  • EDUC 5502G - Social and Cultural Context of Education
  • EDUC 5503G - Decolonizing Education
  • EDUC 5506G - Foundations of Equity, Diversity and Inclusion 

Research and expertise

  • Decolonizing education
  • Equity, access, and representation of Black, Indigenous, and racialized youth in STEM/STEAM education 
  • Anti-colonial education
  • Teacher education
  • Comparative and international education
  • African Indigenous knowledge systems
  • Curriculum theory
  • Educational policy

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, 28. https://doi.org/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). https://doi.org/10.22329/jtl.v18i1.7842 

Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Gyamerah, K., Amoateng, E. Y., & Sasu, E. O. (2024). Teacher candidates’ experiences of emergency remote assessment during COVID-19. SN Social Sciences, 4, 51. https://doi.org/10.1007/s43545-024-00855-3 

Baidoo-Anu, D., Gyamerah, K., Soglo-Servor, C., & Larbi, F. A. (2024). Educational leadership in times of global educational emergency (COVID-19): Challenges and critical decisions of higher education leaders in Ghana. In M. Drinkwater, P. Deane & Y. Waghid (Eds.), The Bloomsbury Handbook of Leadership and Change in Higher Education: Responding to Global Crises, Disruption and Uncertain Futures. Bloomsbury.

Gyamerah, K., Baidoo-Anu, D., & Ahmed, A. (2023). Sankofa: Re-imagining peacebuilding through education in Ghana. In D. T. Archer, B. Hajir, & W. M. McInerney (Eds.), Innovations in Peace and Education Praxis (pp. 163-178). Routledge.

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, 35(4), 938-975. https://doi.org/10.1080/11356405.2023.2200590 

Anim, C., Baidoo-Anu, D., Gyamerah, K., & Agyemang-Duah, W. (2023). Do family characteristics predict student absenteeism? Preventing School Failure: Alternative Education for Children and Youth, 68(4), 279-289. https://doi.org/10.1080/1045988X.2023.2236042 

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. SN Social Sciences, 3, 122. https://doi.org/10.1007/s43545-023-00717-4 

Baidoo-Anu, D., Asamoah, D., Quainoo, E. A., Gyamerah, K., Amoateng, E. Y., & Sasu, E. O. (2023). Emergency remote assessment practices in higher education in sub-saharan Africa during COVID-19. Frontiers in Education, 8, 1221115. https://doi.org/10.3389/feduc.2023.1221115 

Pillay, T., Ahn, C., Gyamerah, K., Liu, S. (2022). Considering the role of social media: BlackLivesMatter as a pedagogical intervention to decolonize curriculum, London Review of Education, 20(1), 1-13. https://doi.org/10.14324/LRE.20.1.14 

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

Baidoo Anu, D., Gyamerah, K., Chanimbe., T. (2022). Secondary school categorization in Ghana: Silent plights of students and implications for equitable learning. Journal of Human Behavior in the Social Environment, https://doi.org/10.1080/10911359.2022.2061665