William Ankomah
William Ankomah, PhD, OCT, is an Assistant Professor of Education at St. Francis Xavier University. He currently teaches elementary social studies, sociology of education, and inclusion courses in the BEd/teacher education program. William earned his PhD in Education (Social/Cultural/Political Contexts of Education) and MA in Social Justice and Equity Studies from Brock University. Before moving to Canada as an international student, he was an elementary and high school teacher in Ghana, teaching mathematics, social studies, and agricultural science. He also holds a postgraduate certificate in Human Resources Management from Niagara College. William is deeply passionate about the teaching profession and is committed to supporting his pre-service teachers in becoming effective educators. He believes that future teachers should be encouraged to develop genuine competencies to appreciate, support, and care for all their students, regardless of race, gender, ability, sexuality, or religious affiliation. Working with pre-service teachers, who will nurture the young minds and future leaders of tomorrow, brings him immense joy and fuels his dedication to their growth and success.
William’s research focuses on using Appreciative Inquiry (AI), a strength-based theoretical and methodological framework developed by Professor David Cooperrider of Case Western Reserve University, to explore diverse topics in education. He believes that focusing on the factors that give life and meaning, even in the face of challenges, has the potential to create transformative change within institutions and organizations. His current research interests include equity, diversity, and inclusion; student voice and development; teacher education; international education and the experiences of international students; doctoral studies and the well-being of doctoral students; and the impact of corporal punishment and school discipline on student outcomes.
Current Call for Book Chapters: Use this URL for details of the call: https://www.infoagepub.com/series/Issues-in-the-Research-Theory-Policy-and-Practice-of-Urban-Education
Peer-Reviewed Journal Articles:
Ankomah, W. S. (2024). Voices and visions: An appreciative inquiry into international master’s students’ ideal learning experience at a Southern Ontario university. Journal of Advocacy, Research and Education 11(2), 187-201. https://doi.org/10.13187/jare.2024.2.187
Ankomah, W. S. (2022). African international teaching assistants’ experience of racial microaggressions in a Canadian higher education institution. Journal of the International Society for Teacher Education, 26(1), 25-39. https://doi.org/10.26522/jiste.v26i1.3818
Ankomah, W. S. (2022). Conditions fostering international graduate students’ happiness and engagement during the COVID-19 pandemic. World Journal of Education, 12(1), 1-16. https://doi.org/10.5430/wje.v12n1p1
Ankomah, W. S. (2020). Diverse classrooms: Social justice, equity, and diversity competencies for teacher candidates. World Journal of Education, 10(2), 15-26. https://doi.org/10.5430/wje.v10n2p15
Ankomah, W. S. (2018). Animal studies: Let’s talk about animal welfare and liberation issues in childhood. Society & Animals, 26(4), 1-16. https://doi.org/10.1163/15685306-12341565
Peer-Reviewed Book Chapter:
Ciuffetelli Parker, D., & Ankomah, W. S. (2019). Are we doing it right? Diversity, curriculum making, and teacher education. In J. Mueller & J. Nickel, (Eds.), Globalization and diversity: What does it mean for teacher education in Canada? (pp. 290-315). Canadian Association for Teacher Education Working Conference Publications. https://cate-acfe.ca/wp-content/uploads/2019/11/Final-Working-Conference-Book-Halifax-2017.pdf
Peer-Reviewed Book Review:
Ankomah, W. S. (2021). Review of the book The guide for white women who teach black boys, by Eddie Moore Jr., Ali Michael, & Marguerite W. Penick-Parks. Brock Education: A Journal of Educational Research and Practice, 30(1), 158-162. https://doi.org/10.26522/brocked.v30i1.655
Thesis, Non-Refereed Research Reports:
Mogadime, D., Ankomah, W. S., (2023). Equity, diversity, and inclusion at Brock University: An appreciative inquiry. The Brock News. The President’s Advisory Committee on Human Rights, Equity, and Decolonization. Brock University, St. Catharines, ON. https://brocku.ca/brock-news/2023/12/new-report-discusses-equity-diversity-and-inclusion-at-brock/
Ankomah, W. S. (2022). Positive experiences, dreams, and expectations of international master’s students at a southern Ontario university: An appreciative inquiry [Doctoral dissertation, Brock University]. DSpace. http://hdl.handle.net/10464/15744
Works in Progress:
Ankomah, W. S. (2024). From punishment to understanding and compassion: A teacher’s narrative reflective essay on shaping positive educational experiences. Journal of the International Society for Teacher Education, [Manuscript submitted for publication].
Ankomah, W. S. (2024). Bridging the gap: Towards tuition equity for international students in Canadian higher education. Journal of Postsecondary Student Success. [Manuscript submitted for publication].
Ankomah, W. S., & Stanley-Ahanonu, E. (2023). Appreciative narratives of doctoral journeys: Insights and expectations from a recent graduate and a current student. The Canadian Journal of Higher Education. [Revised and Resubmitted]
Creative Outputs:
Podcast on YouTube—PhDemystified: For Current and Aspiring Doctoral Students in Social Sciences and Humanities with practical advice for navigating doctoral studies [12-episode series co-hosted with Dr. Julianne Burgess from Brock University, with new episodes available biweekly starting September 4, 2024]
