About

Araba A. Z. Osei-Tutu, Ph.D., is a Lecturer at the Department of Teacher Education in the School of Education and Leadership at the University of Ghana. She is an African-centered methodologist who designed and developed the African Oral Traditional Storytelling (AOTS) Framework. She is currently working on collaborative projects on the State of Higher Education in Ghana and Africa, Flipped Learning, Blended Learning, the Bachelor of Education Curriculum, Literacy, and individual projects on using the AOTS Framework to understand the sexual harassment experiences of teachers.

Education

PhD (in Curriculum Studies)

Graduate Certificate in Qualitative Research 

Certificate of Practice in College Teaching from Purdue University, West Lafayette (USA)

 Certificate of Completion for the Orton-Gillingham Basic Language Course

 Master of Philosophy in English (Literature) 

Bachelor of Arts Degree in English and Linguistics from the University of Ghana  

Research Interest

Curriculum studies, curriculum development and implementation

Multiculturalism, diversity, equity, and inclusion in education

Literacy 

English Education

Heritage/indigenous language, and cultural transmission among African immigrants

African and Ghanaian feminisms

Postcolonial/decolonial studies in education. 

Publications

Zhou, Lili; Chhikara, Alankrita; Oudghiri, Stephanie; Osei-Tutu, Araba A. Z.; and Dwomoh, Razak Kwame () "Teachers’ Perceptions on Women in STEM: Breaking the Stereotypes," Journal of STEM Teacher Education: 58 (1), 1-20. DOI: https://doi.org/10.61403/2158-6594.1492

Osei-Tutu, A. A. Z. & Osei-Tutu, K. O. A. (2023). International perspectives on media disinformation: critical media literacy as antiracist pedagogy. New Directions for Adult and Continuing Education, 2023, 105-117. https://doi.org/10.1002/ace.20490

Dwomoh, R., Osei-Tutu, A., Oudghiri, S., Chhikara, A., Zhou, L., & Bell, T. (2023). Teaching Emergent Bilinguals: How In-service Teachers’ Perception of First Language Acquisition Theories Inform Practice. Research in Educational Policy and Management, 5(1), 33-52. https://doi.org/10.46303/repam.2023.4

Osei-Tutu, A.A.Z. (2022). Are we still Shona? An AOTS Framework Approach to navigating Immigration-related Identity. Legon Journal of Humanities 33(2), pp. 80-108. https://dx.doi.org/10.4314/ljh.v33i2.4

Dwomoh, R., Osei-Tutu, A., Chhikara, A., Zhou, L., Oudghiri, S., Bell, T. (2022). Critical understanding of English learners: Experience and practice of educators in a professional development Course. TESOL Quarterly pp. 1-33. https://doi.org/10.1002/tesq.3200

Osei-Tutu, A. A. Z. (2022). Developing African oral traditional storytelling as a framework for studying with African peoples. Qualitative Research pp. 1-18 https://doi.org/10.1177/14687941221082263

Osei-Tutu, A.A.Z., Dwomoh, R., Chhikara, A., Zhou, L., Oudghiri, S., & Bell, T. (2022). Diversity, equity, and inclusivity in a time of crises: A reflection on educators’ perspectives of critical theory and social justice issues. In K. A. Lewis, K. Banda, M. Briseno, & E. Weber (Eds.) The Kaleidoscope of Lived Curricula: Learning through a confluence of crises (13th ed., pp. 367-382). Information Age Publishing.

Osei-Tutu, A. A. Z., Osei-Tutu, E & Osei-Tutu, K. O. A. (2022). Examining the impact of the free senior high school policy in Ghana. In Odebiyi, Oluseyi M., & Cynthia Sunal (Eds.) Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East Research on Education in Africa, the Caribbean, and the Middle East (9th ed., pp. 367-382). Information Age Publishing.