Mama Adobea Nii Owoo
Mama Adobea Nii Owoo
SHE/HER
Ghana – Canada
University of Toronto
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Mama Adobea Nii Owoo’s research lies at the intersection of Language Planning and Policy, Southern multilingualisms, decolonizing pedagogies and teacher education. Currently, Mama is completing a PhD in Language and Literacies Education at OISE/UT, where her dissertation research has won multiple awards including the TIRF’s 2020 Russell N. Campbell prize. She is using a southern theoretical lens, film and qualitative methodologies to investigate how Language Planning and Policy processes shape the African educational experience. Mama’s interests which are primarily medium of instruction policy for minoritized language learners, teacher education for multilingual English learners, African literacies, is inspired by the linguistic and cultural complexities, and ideological, historical and contemporary challenges that accompany the literacy teaching, and language learning needs of students of Black/African heritage. Mama is also the founder of the Afroliteracies Foundation, a Ghana based think-tank and accelerator for languages in education.
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Websites
Afroliteracies Foundation - Education African, West African, Ghanaian Languages
Me Mapping with Language Learners
Publications
Adjetey-Nii Owoo, M. A. (2022). Southern Visions of Language policy: Re-visioning
Mother Tongue based Bilingual Ed in Ghana. In Makoni, S., Kaiper-Marquez, A., & Mokwena, L. (Eds.). (2022). The Routledge Handbook of Language and the Global South/s (1st ed.). Routledge. https://doi.org/10.4324/9781003007074
Adjetey-Nii Owoo, M. A. (2022). Mobilizing pedagogical agency for Mother Tongue-
based Bilingual Education (MTBE) in Ghana: An Analytic-Autoethnography. In Gagne, A., Kalan, A., & Herath, S. (Eds.) (2022). Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. New York: Peter Lang. https://www.doi.org/10.3726/b19227
Bale, J., Rajendram, S., Brubacher, K. Adjetey–Nii Owoo, M. A.., Burton, J., Wong, W.,
Larson, E. J., Zhang, Y., Gagné, A., & Kerekes, J. (Under review). More than “Just Good Teaching”: Centering Multilingual Learners and Countering Racism in Teacher Education. Bristol: Multilingual Matters.
Gagné, A., Bale, J., Kerekes, J., Rajendram, S., Nii Owoo, M.A., Brubacher, K., Burton, J.,
Larson, E., Wong, W., & Zhang Y. (2022) Centering Multilingual Learners and Countering Racism in Canadian Teacher Education. (In Press) OLBI Journal
Kerekes, J., Rajendram, S., Adjetey-Nii Owoo, M.A., & Zhang, Y. (2021). Teachers’ Takes
on Supporting Multilingual Learners in K–12 Classrooms in Ontario. TESL Canada Journal, 38(1), 1–27. https://doi.org/10.18806/tesl.v38i1.136
Nii Owoo, M. A. (2019 January). Sign Language needs Policy Protection in Ghana in The Conversation Canada.
Nii Owoo, M. A. (2017). Bilingual learning spaces: Lessons from using WhatsApp videos
in a Ghanaian rural context. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Proceedings from CSCL 2017: The 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 (859-860). Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/306
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