Enid Rosario-Ramos (PhD11) Honored with Two Awards for Scholarship

Enid Rosario-Ramos (PhD11) Honored with Two Awards for Scholarship

Enid Rosario-Ramos

Enid Rosario-Ramos (MS06, PhD11) will be honored with two top writing awards at the annual meeting of the American Education Research Association (AERA) that runs from April 27 through May 1 in San Francisco. A graduate of the Learning Sciences program, she is an assistant professor at the School of Education of the University of Michigan.

Rosario-Ramos will receive the Distinguished Dissertation Award, presented by the AERA’s division on the social context of education. She will also be honored with the Frank Pajares Award for a scholarly journal article she co-authored with Laura Johnson of Northern Illinois University.

The Distinguished Dissertation Award recognizes a dissertation of exemplary conceptual, methodological and rhetorical quality on an important topic that addresses social contexts of education, according to AERA. Rosario-Ramos wrote her dissertation on “Literacy for Social Change: Looking at Critical Literacy in Institutional Practice, Classroom Instruction and Adolescents’ Critical Examination of Texts.”

In addition, the 2013 Frank Pajares Award recognizes Rosario-Ramos and co-author Laura Ruth Johnson for their article “The Role of Educational Institutions in the Development of Critical Literacy and Transformative Action,” which was published in the journal Theory into Practice in 2012. The editors of the journal selected Rosario-Ramos and Johnson to receive the award, which annually honors an outstanding article published in Theory into Practice.

The Pajares Award will be presented during the Ohio State/Theory into Practice reception at the AERA annual meeting. In 2009 Theory into Practice established this award in honor of board member Frank Pajares to recognize outstanding articles that were well written and of great value to readers.

Rosario-Ramos and Johnson’s Theory into Practice article explores how community-based institutions can serve as contexts for the development of critical literacy understandings among youth. Drawing on their research conducted in a Puerto Rican community, Rosario-Ramos and Johnson describe how schools can encourage students to critically examine society by exploring the stories of people whose stories are not often told.

Rosario-Ramos’s research explores the connection between adolescents’ development of literacy skills and their participation in community activism. Additional research interests include teacher education, disciplinary literacies, adolescents’ civic engagement and social justice education.

By Marilyn Sherman
Last Modified: 4/17/13