Dr. Kenneth Gyamerah

• STEM education
• African-centred education (Sankofa, Ubuntu & Ujamaa)
• Decolonizing education and Indigenous knowledge systems
• Comparative and international education
• Education policy and reform
• Youth participatory action research
• Teacher education

Peer-reviewed journal articles

1. 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

2. Opare, G., & Gyamerah, K. (2026). A slave is always a slave: Global Black rhetorics and intra-Black racialization in Ghana. Critical African Studies (in press).

3. Gyamerah, K. (2025). Whose knowledge counts? Decolonial and anticolonial reckonings in STEM education. Encounters in Theory and History of Education, 26.

4. Gyamerah, K. (2025). Rethinking the potential role of African Indigenous knowledge systems in transforming STEM education. Diaspora, Indigenous, and Minority Education.

5. 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.

6. Gyamerah, K. (2025). Towards an anti-colonial turn in science and mathematics education: Centering Indigenous Ghanaian knowledges. Educational Considerations, 50(3), 6.

7. 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, 54(1), 15–31.

8. Ahmed, A., & Gyamerah, K. (2025). Sankofa: Towards an African-centred research methodological framework. International Journal of Social Research Methodology, 1–18.

9. 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

10. 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.

1. Gyamerah, K. (2025). Beyond WASSCE: Fixing Ghana's long-ignored learning crisis in STEM. GhanaWeb. https://www.ghanahomepage.com/GhanaHomePage/features/Beyond-WASSCE-Fixing-Ghana-s-long-ignored-learning-crisis-in-STEM-2012128

2. Baidoo-Anu, D., Gyamerah, K., & Chanimbe, T. (2022). Ghana's high school system sets many students up for failure: It needs a rethink. The Conversation. https://theconversation.com/ghanas-high-school-system-sets-many-students-up-for-failure-it-needs-a-rethink

3. Gyamerah, K. (2021). What are Ghanaian teachers' beliefs and perspectives of the national teachers' standards policy?. Research in a Nutshell, 5(2).

4. Gyamerah, K. (2018). My message to Commonwealth leaders inspired by my advocacy work for better education. Global Partnership for Education. https://www.globalpartnership.org/blog/my-message-commonwealth-leaders-inspired-my-advocacy-work-better-education-ghana

5. Gyamerah, K. (2024). Update: Combatting hate and racism — Student learning strategy. Toronto District School Board.

6. Munroe, T., Gyamerah, K., Walker, A., Douglin, M., Opondo, W., Ogbu, S., Hardware, S., & Newell, N. (2024). The Centre of Excellence for Black Student Achievement: 2023 Black Student Summer Leadership report. Toronto District School Board.