Christabel Kanayo Anumenechi
Graduate Research Fellow
Curriculum Studies,
Curriculum and Instruction
About
Christabel Kanayo Anumenechi is a Ph.D. student in Curriculum Studies at Purdue University and a lecturer in Curriculum and Instruction in Nigeria. Her scholarly and professional work centers on curriculum studies, teacher education, public pedagogy, and curriculum development. With over eight years of experience in higher education, she has contributed to teaching, teacher preparation, curriculum development, educational research, and academic leadership in both Nigeria and the United States.
Education
- Ph.D. Student in Curriculum Studies (in view)
Purdue University, West Lafayette, Indiana, USA - Master of Education (M.Ed.) Curriculum Theory
University of Lagos – Akoka, Nigeria. - Postgraduate Diploma in Special Needs Education (PDE)
University of Lagos – Akoka, Nigeria. - Bachelor of Science (B.Sc. Ed.) in Education and Accounting
University of Nigeria – Nsukka - Nigerian Certificate in Education (NCE) in Education, Accounting, and Business:(Associate degree)
Federal College of Education (Technical) – Asaba, Nigeria
Career Experience
- Research and Evaluation Intern, Evaluation and Learning Research Center (ELRC), Purdue University, Indiana (Summer 2026-Present)
- Correctional Education Intern, Ivy Tech Community College and Indiana Department of Correction, Indiana (Summer 2026)
- Research Assistant, Curriculum and Pedagogy Group Historical Research Project, Purdue University (2025-Present)
- Group Research Project: Advisor Dr. Jake Burdick
- Lecturer: Department of Curriculum and Instruction, Federal College of Education (Technical), Lagos, Nigeria. 2017-2024 (on study)
- College Teaching Practice Officer, Federal College of Education (Technical), Akoka-Lagos, 2021-2024
Awards & Honors
- K. Patricia Cross Future Leaders Award, Association of American Colleges & Universities (AAC&U), 2026
- Roger Blalock Scholarship, Community Foundation of Greater Lafayette, 2026
- Best Presentation Award, International Conference on Adult Education Practice and Lifelong Learning (ICAEPLL), 2025
- MLA Institutes on Reading and Writing Pedagogy at AOIs — 2025 (https://www.credly.com/users/christabel-a)
- Fedrick and Andrews Fellowship Award, Purdue University—2024-2028
- Forum for African Women Educationists (FAWE)—Lagos chapter secretary wing
*(Award for meritorious service and as an outstanding Member.) — 2024
*(Continued commitment as the past secretary)—2025 - School of Education, Federal College of Education, (Technical) Akoka (2019-2021)
*(Certificates of commendation, Honors, and recognition for outstanding work, commitment, and innovative ideas, )
Professional Affiliations/Memberships
- Association of American Colleges & Universities (AAC&U)
- American Educational Research Association (AERA)
- Association for the Study of Higher Education (ASHE)
- Teachers Registration Council of Nigeria (TRCN)
- Institute of Strategic Management of Nigeria (ISMN)
- Professional Association of Curriculum Theorists and Practitioners in Nigeria (PACTPiN)
- Forum of African Women Educationalists (FAWE)
- National Association of Women in Colleges of Education (WICE)
- Transdisciplinary Agora for Future discussions (TAFFD’s)
- Nigerian Association of University Women (NAUW)
Research & Publications
Christabel’s research examines the intersections of curriculum studies, teacher education, and public pedagogy. She is particularly interested in preservice teacher preparation, curriculum theory, and educational experiences in unconventional spaces, including corrections and other displaced settings. Her work explores how teacher education and curriculum can respond to diverse educational contexts while expanding opportunities for teaching and learning across formal and informal spaces.
Selected Publications
Anumenechi, C. K., & Sapkota, M. (2026). Disrupting neutral pedagogy in higher education: Duo-ethnographic insights from international graduate teaching assistants from crisis-affected contexts. Postgraduate Pedagogies, 6(2), 113-144. https://doi.org/10.82191/pp.113.
Anumenechi, C. K. (2025). Curriculum and unconventional learning spaces: Reframing preservice teacher education for refugee and correctional contexts. International Journal of Education and Evaluation, 11(4), 422-435. https://iiardjournals.org/abstract?id=64490.
Anumenechi, C. K. (2025). Scaffolding reflective writing in teacher preparation: A justice-oriented curriculum inquiry. International Journal of Education and Evaluation, 11(4), 436-452. https://iiardjournals.org/abstract?id=64491.
Anumenechi, C. K. (2025). Uncommon pedagogies: Conceptual framework for curriculum design and teacher preparation in structurally marginalized spaces for sustainable education. GEN Multidisciplinary Journal of Sustainable Development, 3(1). https://gmjsd.org/journal/index.php/gmjsd/article/view/82/52.
Anumenechi, C. K. (2025). Decolonizing and reconceptualizing teacher education: Indigenous pedagogies for transformative futures in postcolonial contexts. Educational Abundance: Journal of the New York State Foundations of Education Society, 1(5), 104-118. https://nysfeajournal.org/wp-content/uploads/2025/09/V5-NYSFEA-JRN_Full_2025.pdf
Anumenechi, C. K., & Jaga, M. R. (2025). Uncommon spaces, uncommon pedagogies: Preparing preservice teachers and informing curriculum through community-based adult learning. TPM: Testing, Psychometrics, Methodology in Applied Psychology, 32(S7). https://tpmap.org/submission/index.php/tpm/article/view/3815.
Anumenechi, C. K. (2024). Education, rights, and policies: The Nigerian girl-child education in the context of a cultural curriculum and sustainable development. Journal of the Nigerian Association of University Women, 1(1), 58-69. https://nigerianuniwomen.org/NAUW_JOURNAL.pdf.
Anumenechi, C. K. (2023). Education in the COVID-19 era: A case for reflective eclectic curriculum design. Journal of Professional Association of Curriculum Theorists and Practitioners in Nigeria, 1(1), 63-79.
Advisor
Research Area / Dissertation Topic
Curriculum Studies and Theory; Curriculum Design; Teacher Education and Preservice Teacher Preparation; Public Pedagogy; Community-Adult and Postsecondary Education; Uncommon Educational Spaces.