Phoebe Quaynor completed her doctoral degree in curriculum and instruction at the Penn State in 2024, focusing on multilingualism and coloniality in a Ghanaian school. Her dissertation explored the complexities of how teachers and students navigate linguistic identity and agency in the face of lingering colonial pedagogies.

As a transdisciplinary researcher from the global south, she is focused on research and practices aimed at promoting self-determination for formerly colonized peoples. For the past decade, she has pursued pedagogies of conscientization, after encountering African theological perspectives that advocate for indigenous spirituality in the service of the African's self-determination. Through these perspectives and critical pedagogies, she began to interrogate inherited notions of cultural inferiority and is pursuing research and pedagogies aimed at reconciling the fractures caused by colonialism, beginning from the classroom. Her recent co-authored publications include a journal article, “The scholarship of African Children’s literature: issues of representation of critical voices in the conversation” with The International Encyclopedia of Education and book chapter, “Language-in-education policy in Ghana: decentering colonial epistemologies and re-envisioning alternative forms of policy” in Severo, C.G, Bernando, E. & Nhampoca, E. (Eds.) Educational Language Policy in African and Diasporic Contexts.