Teaching

Education was about the practice of freedom~ bell hooks

Education for liberation is at the core of my professional identity as both a scholar and an educator. My hope is that students take ownership of their education and feel connected to the materials, but also to one another. I believe it is important that the courses I teach reflect the interdisciplinary tools I have been taught. Too often we are taught to think linearly, but I believe in an education that allows for intersecting knowledges, where hierarchies are deconstructed and it is understood that knowledge can come from anywhere. I want to influence young people to think within a matrix rather than in binaries; to not be mere spectators but to be participants as well.

I ask my students to think beyond borders. In both collegiate level courses, “Introduction to American Studies: America and the World,” and “Interpreting America,” I have facilitated discussions and presented lectures from both a domestic and transnational lens, pushing students to think beyond themselves. The goal is for student to grapple with issues surrounding identity and social constructions both locally and globally– a reflection of my own work and interests. Critical exploration of unconventional narratives is powerful in its ability to break down the literary canon and powers of Western structures that transformative educators hope to achieve.

Working with elementary and middle school students, I center Black feminist epistemology that considers lived experiences of youth and puts these narratives in conversation with history and literature. As my classroom experiences continue, I intend to consciously develop my pedagogical strategy.

In addition to my role inside the classroom, I serve as a mentor. Participating in the Mellon Mays Undergraduate Fellowship at Barnard College I have advised undergraduates through their academic research, as well as professional development, to enter into graduate school. I also had the pleasure of serving as a mentor to high school juniors and seniors through my work with Practice Makes Perfect. Through this program I established meaningful relationships as I helped high school students prepare for college, build their resumes, and explore career options.

It is through both teaching and mentoring that I hope to make education more meaningful and impactful.

Curriculum Vitae

Andrea Y. Adomako
E-mail: adomako.andrea@gmail.com

EDUCATION
Doctor of Philosophy in African American Studies (Present)
Northwestern University, Evanston, IL

Master of Arts in American Studies (May 2017)
Purdue University, West Lafayette, IN

Graduate Certificate in Women, Gender and Sexuality Studies (May 2017)
Purdue University, West Lafayette, IN

Bachelor of Arts in Africana Studies and Human Rights (May 2015)
Barnard College, Columbia University, New York, NY

Relevant Courses: Race, Ethnicity & Inequality, Theorizing Black Genders and Sexualities, Feminist Theory, Postcolonial and Globalization Studies, Introduction to Afrolatinidad, Young Adult Literature, James Baldwin and the Global Freedom Struggle, Social Movements, Global Civil Rights, Genealogy of Racism


RESEARCH & TEACHING INTERESTS
• Black Childhood and Black Children’s Literature
• Black Feminism and Girlhood Studies
• Transnational Black Social Movements and Resistance
• Africana Diasporic Political Thought


PUBLICATIONS 
• Adomako, A. (accepted). 2018. “Reimagining Black Girlhood: Literary and Digital Self-Representation.” National Political Science Review.
Adomako, A. (accepted). 2018.Efua Sutherland and African Children’s Literature: Representations of Postcolonial Childhood.” In Rethinking African Childhoods: An Anthology, eds Charles Quist-Adade, De-Valera Botchway, & Awo Abena Amoa Sarpong. Vernon Press.
• Adomako, A. “Black Stories Matter: On the Whiteness of Children.” Aeon, Aeon, 26 Jul. 2017. aeon.co/ideas/black-stories-matter-on-the-whiteness-of-childrens-books.


AWARDS, FELLOWSHIPS, AND GRANTS
• Mellon Cluster Fellowship in Gender and Sexuality, Northwestern University (2017)
• Paul and Eslanda Robeson International Studies, Purdue University (Spring 2017)
• Promise Award for International Research, Purdue University (Fall 2016)
• American Studies Research Grant, Purdue University (Fall 2015)
• Social Science Research Council Mellon Mays Grant (Fall 2015)
• Mellon Mays Undergraduate Fellow, Barnard College (2013-2015)


RESEARCH EXPERIENCE
Research Assistant (2017)
Researcher: Dr. Lisa Kingstone
• Assisted on research centered around the impact of changing ideas about racial
identity in American culture that draws upon recent events
• Collected and transcribed focus group notes
• Provided aid in research and data collection using journals, books, and news sources
• Obtained permissions for images
• Fact-checked and formatted sections of book during drafting process


TEACHING EXPERIENCE
Assistant Facilitator, Civic Week: Politics and Urban Development (Spring 2018)
Civic Education Project, Washington, D.C.
• Supervised a group of 9 high school students from around the country on a one week service learning immersion program
• Facilitated curriculum around 5 central social justice themes: inequalities, root causes, approaches to change, leadership, and taking action
• Assisted in team building activities and student evaluations

Teaching Assistant, American Studies 201: Interpreting America (Spring 2017)
Purdue University, West Lafayette, IN
• Prepared lectures outlines and plans for 18 undergraduates that focused on the analysis of reading materials centered around interdisciplinary exploration into the ways the past, present, and future of the United States has and will shape what it has meant and will mean to be American
• Assisted faculty member with classroom instruction, record keeping, and attendance
• Graded course assessments and provided feedback to ensure students understood material and stayed on track

Teaching Assistant, American Studies 101: America and the World (Fall 2016)
Purdue University, West Lafayette, IN
• Prepared lectures and class activities, for 10-15 undergraduates, that focused on the analysis of reading materials centered around how migrants, immigrants and people who call themselves American, see the world
• Created and graded course assessments to ensure students understood material and stayed on track

Teaching Fellow, Practice Makes Perfect (Summer 2016)
The Young Women’s Leadership School, Bronx, New York
• Instructed 40 students for over 200 hours over the course of six weeks in collaboration with a New York State certified teacher
• Developed daily lesson plans for 6th and 7th grade scholars in reading and writing
• Assessed progress through quizzes aimed at eliminating summer learning loss and enriching the areas of reading and writing
• Utilized a variety of methods and activities to accommodate scholar learning styles

Youth Worker, New York City Mission Society (Spring 2015)
P.S 175, New York, NY
• Established a comfortable learning environment and implemented clear, consistent age-appropriate expectations and rules for second graders
• Assisted the group leader with preparing lesson plan curriculum, materials, and hand-outs
• Developed and completed weekly lesson plans
• Participated in two professional development workshops


CONFERENCE PRESENTATIONS
• Adomako, A. (2018). “How She Arrived and Where She Will Go: Black Girlhood in Eve Ewing’s Electric Arches.” American Studies Association (ASA) Annual Conference, Atlanta, GA
• Adomako, A. (2017). “#Blackgirlsread: Constructing the Literary and the Digital.” National Women’s Studies Association (NWSA) Annual Conference, Baltimore, MD
• Adomako, A. (2017). “Constructing the Graduate Student Teacher-Activist: Pedagogies, Research, and Institutional Climate.” American Studies Association (ASA) Annual Conference, Chicago, IL
• Adomako, A. (2017). “Black Children’s Activism.” Society for the History of Children and Youth Ninth Biennial Conference (SHCY) Annual Conference, Camden, NJ
• Adomako, A. (2016). “Childhood Traumas: The Legacy of Slavery in Girlhood Constructions.” National Women’s Studies Association (NWSA) Annual Conference, Montreal, Quebec, CA
• Adomako, A. (2016). “Post-Colonial Ghanaian Children’s Literature: Narratives and the Nation, A Pedagogical Approach” College Language Association Annual Conference, Houston, TX


WORK EXPERIENCE
Research Support Specialist, Northwestern University Library (Present)
Northwestern University, Evanston, IL
• Utilize library resources to assist students in finding relevant information for research projects
• Collecte data to improve student experience in the library
• Provide specialized administrative support to research faculty and staff

Mentor, Barnard Mellon Mays Undergraduate Fellowship (2016-2018)
New York, New York
• Helped set academic research goals and provided guidance throughout the project of one Barnard mentee
• Encouraged students with a demonstrated commitment to racial diversity to pursue academic careers.
• Participated in discussions concerning the graduate school application process, advising, program choice, and other areas concerning graduate school

Instructional Management Specials Intern (Spring 2015)
Success Academy Charter Schools New York, New York
• Researched summer camp partnership and initiatives
• Partnered with Instructional Management staff to support classroom and event organization and administration
• Worked to ensure that communications were thoroughly established and distributed to all possible stakeholders for a variety of events and programs within the department
• Supported the organization and execution of tournaments and games for sports, debate, chess and the arts
• Partnered with instructional leadership to develop and execute projects impacting multiple schools and thousands of scholars

Resident Assistant, Barnard College (Fall 2012- Fall 2014)
New York, New York
• Assessed and responded to the needs of 46 residents
• Created, planned, and implemented educational, social, and recreational programs
• Acted as a liaison between residents and Department of Residence Life
• Counseled peers on personal, academic, and career concerns
• Managed various administrative duties including maintenance requests, incident reports, and room transfers
• Enforced and upheld university policies


PROGRAM AND UNIVERSITY SERVICE
• Co-organizer, American Studies Symposium Committee (Spring 2017)
Purdue University
• Student Representative, Program Curriculum Committee (Fall 2016- Spring 2017)
Purdue University


PROFESSIONAL MEMBERSHIPS
• American Studies Association
• National Women’s Studies Association

SKILLS
• Language: Twi (Basic Proficiency)
• Computer Software- STATA

Community

So when you study history you must ask yourself: Whose story am I missing? Whose voice was suppressed so that this voice could come forth? Once you have figured that out, you must find that story too. From there you get a clearer, yet still imperfect, picture~ Yaa Gyasi

 

Engaging with communities near and dear to my heart is to acknowledge alternative forms of knowledge production and to center, often, unheard narratives. Through my work with the Chicago Freedom School, Practice Makes Perfect, and the Civic Education Project I seek to build relationships with underserved and under resourced youth.

In my on-going networks I have assisted and organized tutoring sessions, one-on-one advising, college trips, service-learning activities, and parent workshops that cater to the needs of local communities, predominately in New York City. Working with The Young Women’s Leadership School of the Bronx I co-led a project in which 6th and 7th graders designed personal zines. The zines emphasized self-expression, personal narrative, re-imagination and empowerment. Some of the zines were selected to be a part of Barnard College’s zine archive.

In Chicago, I have begun working with Chicago Freedom School, volunteering in their library and supporting their work as youth become more informed as they take on roles as activists and community organizers.

Through empowering youth and contributing to work that provides children with a healthy learning environment, students in high need communities can be given opportunities and resources to advocate for themselves and promote self-determination.

I welcome inquiries and contact from people and organizations dedicated to serving youth populations, particularly in the Chicago area!CFS2