Eric Kyere

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https://hdl.handle.net/1805/29867

Deconstructing Traumatic Memories Toward Healing and Identity Exploration with College Students in Ghana: Critical Reflection on Transatlantic Slave Trade and Slavery

Eric Kyere, Ph.D., focuses his research on working with communities to theorize racism, examine and identify the underlying mechanisms by which racism restrict/deny people of African descent’s access to psychosocial, educational and societal opportunities from an evolutionary standpoint, and ways to empower them to interrupt racism and advance social justice in their communities through education. He has expertise in a variety of areas including: students’ engagement, racial disparities in education and well-being, racial-ethnic socialization, racial identity and persons of African descent’s developmental outcomes, parenting, equitable school climate, program evaluation, international social work, and human trafficking. He employs a transdisciplinary approach to research and teaching. Specific to structural racism, his research employs the history of the Transatlantic Slave Trade and Colonialism to engage communities and educators in meaning making process to interrogate and interrupt its continuing effects particularly in the U.S and Africa.

The goals of better understanding the history of the Transatlantic Slave Trade and slavery are: (1) understand the processes by which slavery was established and sustained to foster the racialization project that persist today, (2) conceptualize human rights and human rights violations that are important to decolonize human right discourse, and (3) understand the complexity of the identity development of the persons of African descent. These understandings are important to shape the memory and meaning making process, ideas around social justice, and sense of solidarity among persons of African descent to interrogate and disrupt the mechanisms that persist anti-Black racism to facilitate healing from internalized subordination and empowerment.

Professor Kyere's translation of research into racial justice and empowerment for disenfranchised people of color is another excellent example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

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Browsing Eric Kyere by Author "Flores, Osly J."

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    Advancing Equity-Based School Leadership: The Importance of Family–School Relationships
    (Springer, 2020) Flores, Osly J.; Kyere, Eric; School of Social Work
    This narrative inquiry study presents the stories of five urban public school principals who continually enact and engage in praxis around school/family engagement as their social justice and equitable practices. The findings focus on how participants conceived and engaged in parent interaction: (1) the power of relationships, (2) resistance toward deficit thinking of parents and/or families, and (3) connecting their work with families to equity. An equity-based parent engagement model was developed on how the school leaders employ the power of relationships to engage parents, what participant interpreted their trusting relationship with parents reciprocated to them, and why they prioritize positive relationships with racially and ethnically diverse and economically disadvantage families. Overall, the findings extend emerging empirical research on the role of school leadership in effective parent engagement practice from an equity standpoint.