Education

  • Ed.D. 2017 – Teachers College, Columbia University
  • National Board Certification, 2008 – National Board for Professional Teaching Standards, English Language Arts (Early Adolescence)
  • M.A.T. 2004 – National Louis University, Middle Grades Education
  • B.A. 2003 – Hampton University, English Arts

Areas of Expertise

  • Curriculum studies
  • Black studies
  • Critical literacies (fugitive literacies and fugitive literacy practices)
  • Cultural studies (affect/emotion; embodiment and corporeality; existentialism; memory; “new” materialisms)
  • Women’s and gender studies; feminisms (Black feminisms and womanisms; Black girlhoods)
  • Antiracist and social justice teacher education
  • Critical theories and pedagogies
  • Qualitative research, with emphasis on feminist methodologies and methods

Background

Esther O. Ohito specializes in curriculum studies, Black studies, teacher education, and feminist-oriented qualitative research. She began her education career in 2004 as an elementary and secondary public school teacher in Chicago, IL. This is the hyper-segregated setting where her curiosity about curricula and pedagogies that attend to questions of justice and knowledge production vis-à-vis dilemmas of Blackness, race, and gender was piqued. She has since investigated related questions while serving as a faculty member and administrator at a range of schools and institutions.

Research

Esther O. Ohito is an interdisciplinary scholar who uses feminist qualitative approaches to research issues of Blackness, race, and gender at the nexus of curriculum, pedagogy, embodiment, and emotion. Broadly, she is interested in the generation and circulation of knowledges about Blackness, race, and gender in educational spaces, such as classrooms and extra-curricular programs. She is also concerned with the relationships between these knowledges and the (re)configuration of who is normatively constructed as quintessentially human. Her scholarship is shaped primarily by Black/Africana critical theory and Black feminist thought, as well as by her (remembrances of her) lived experiences, which include a history as a transnational/Black immigrant student, a teacher in the Chicago Public Schools system, and a teacher educator at various entities across the United States and the African diaspora.