Some of the content on this website requires JavaScript to be enabled in your web browser to function as intended. While the website is still usable without JavaScript, it should be enabled to enjoy the full interactive experience.

Skip to Main Navigation. Each navigation link will open a list of sub navigation links.

Skip to Main Content

Faculty Scholarly Research|Department of Educational Studies

Contact Us

Educational Studies
Dr. John Kambutu, Department Head/Associate Professor
Email: kambutu@uwyo.edu
Stephanie Ksionzyk
Office Associate, McWhinnie Hall, Room 213
Phone: 307-766-3130
Fax: 307-766-2018
Email: sksionzy@uwyo.edu
Below is a sample of scholarly research (2007-2014) produced by the Department of Educational Studies. It is intended to demonstrate the active scholarly agenda of the faculty in the department.
 

2014

  • Trent, A., & Cho, J. (2014). Interpretation Strategies for Qualitative Research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 639-657). New York: The Oxford University Press.
  • Cho, J., & Trent, A. (2014). Evaluating qualitative research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 677-696). New York: The Oxford University Press.
  • Chang, A. (2014). Pedagogical Riesgos (Risks): Carving a Mestiza Consciousness Space for a Chicana Feminist Educator and an Undocumented Chicana Student. In. S. Wong’s DREAM Act Activists and Teacher Allies: Are you Listening? [accepted, pending publisher’s revisions].
  • Chang, A. (2014). The Hidden Curriculum of Canícula: Portraits of Critical Educational Lessons in Becoming a Mujer. In G. Gutîerrez y Muhs’ Word Images: A Norma Elia Cantú Critical Reader. (pp. tbd). [accepted, pending publisher’s revisions].
  • Chang, A. (2014).  Capitalizing on Common Core Standards through Pedagogical Intervention: A Case Study of Flatlands Charter School.  In K. Sturges’ Reforming Schools in the Age of Neoliberalism (pp. tbd).  Boston, MA: Sense Publishers. [accepted, pending revisions].
  • Janak, E. (2014). “Adventitiously Blind, Advantageously Political: John Eldred Swearingen and Social Definitions of Disability in Progressive-Era South Carolina.”  In Morice, L.C. and Puchner, L. (editors). Life Stories: Exploring Issues in Educational History Through Biography.  New York:  Information Age Publishing. [Reprint:  Chapter previously published in Vitae Scholasticae, 27 (1), 5-25.]
  • Shim, J. M. (In Press). Teachers' viewpoints about Other's actions: Implications for multicultural education. Transnational Curriculum Inquiry.
  • Shim, J. M. (In Press). The story of anti-racist project as difficult knowledge: Misalignment between conscious intent and unconscious desire. Journal of American Association for the Advancement of Curriculum Studies.

2013

  • Janak, E. (October 2013). “Viewing Democracy in 3-D: Using the Past to Examine Schooling for Democracy.” Education in Democracy: A Journal of the NNER, 5, 5-19.
  • Janak, E. (2013). “ ‘Your Dreams Were Your Ticket Out’: How Mass Media’s Teachers Constructed One Educator’s Identity.”  In Ryan, K. M., Macey, D., and Springer, N.J. (editors). The More You Know: Law and Order, Inconvenient Truths and How Television Shapes Our Worldview. Lanham, MD: Lexington   Press.
  • Chang, A. (2013).  (in press).  Multiracial Matters – disrupting and reinforcing the racial rubric in educational discourses. Race Ethnicity in Education.
  • Chang, A., Welton, A., Martinez, M., & Cortez, L. (2013). Becoming Academicians: A Critical Ethnographic Analysis of the Figured Worlds of Racially Underrepresented Female Faculty. Negro Educational Review, 64(1-4), pp. 97-117.
  • Chang, A. (2013). Identity Production in Figured Worlds: How Some Multiracial Students Become Racial Atravesados. The Urban Review. DOI 10.1007/s11256-013-0247-4.
  • Chang, A. (2013). In J. Ainsworth’s Sociology of Education – An A-Z Guide. Encyclopedia Entries: Liberal Education, Critical Race Theory in Education, Migrant Students.
  • Nganga, L., Kambutu, J. & Russell III, W. B. (2013). Exploring globalization opportunities and challenges in Social Studies. Effective instructional strategies. New York: Peter Lang.
  • Kambutu, J. (2013). Globalization: History, consequences and what to do with it.  In L. Nganga, J. Kambutu,  & W. Russell III, B. (Eds.) Exploring globalization opportunities and challenges in Social Studies. Effective instructional strategies (pp.1-10). New York: Peter Lang.
  • Kambutu J., & Nganga, L. (2013). Social Studies Education in a Globalized Era: After-word. In L. Nganga, J. Kambutu,  & W. Russell III, B. (Eds.) Exploring globalization opportunities and challenges in Social Studies. Effective instructional strategies (pp.249-252). New York: Peter Lang.
  • Nganga, L. & Kambutu, J. (2013). Michael Apple: A modern day critical. In J. Kirylo (Ed.) Critical Pedagogues We Need to Know - ACEI.
  • Shim, J. M. (2013). Multicultural education as emotional situation: Practicing encountering the unexpected in teacher education. Journal of Curriculum Studies.
  • Shim, J. M. (2013). Clashes within one teacher's racial logic: Space of possibles? Teaching Education, 24(3), 239-264.
  • Shim, J. M. (2013). Involving parents of English language learners in a rural area: Focus on the dynamics of teachers-parents interactions. Rural Educator, 34(3), 18-26.
  • Shim, J. M. (2103). Problematizing the role of phonemic awareness in early literacy development of English language learners. Education in a Democracy: A Journal of the NNER, 5, 85-103.
  • Shim, J. M., Gibbs, C., Morgan, R., & A. Schaefer. (2013). Moving beyond knowledge and awareness in diversity education: Back and forth process. Education in a Democracy: A Journal of the NNER, 5, 20-35.
  • Cho, J., & Eberhard, B. (2013). When Pandora’s Box is opened: Perceived problems and hopes for Standardized testing in Wyoming. The Qualitative Report, 18 (Art. 20), 1-22. Retrieved from http://www.nova.edu/ssss/QR/QR18/cho20.pdf

2012

    • Janak, E. (2012). “Revelle”-ing in History: Lessons Learned from a Family of Teachers.” Vitae Scholasticae 29 (1), 23-37.
    • Janak, E. & Blum, D. eds. (2012). The Pop of Pedagogy: Using Pop Culture to Improve Instruction.  Lanham, MD: Lexington Press.
    • Edelman, J. & Janak, E. (2012). “Can We Win the Future By Living In The Past?  A Preliminary Exploration of Nostalgia in Education.” In Janak, E. and Blum, D. eds. The Pop of Pedagogy: Using Pop Culture to Improve Instruction (3-12).  Lanham, MD: Lexington Press.
    • Janak, E. (2012). “Remembering The Present is the Past Writ Large: An Examination of the Politics of the Dominant Texts in the United States, 1700’s – 1900’s”.  In Hickman, H. and Porfilio, B., eds. The New Politics of the Textbook: Critical Analysis in the Core Content Areas (231-255). Boston: Sense Publishers.
        • Trent, A. (2012). Action research on action research: A facilitator’s account. Action Learning and Action Research Journal, 18(1), 35-67.
        • Cho, J., Rios, F., Trent, A., & Mayfield, K. (2012). Integrating language diversity into teacher education curricula in a rural context: Candidates' developmental perspectives and understandings. Teacher Education Quarterly, 39(2), 63-85.
        • Kambutu J., & Nganga, L. (2012). Preparing Teachers for Multicultural Education in a "Lily" White Community. In Omiunota N. Ukpokodu (Ed.),“Voices From the Margin: Perspectives of African-Born Teacher Educators on African and American Education”, Information Age Publishing.
        • Nganga, L. & Kambutu, J. (2012). Perspectives on K-12 Teaching and Teacher Preparation in Kenya: The Case of Kenyanization. In Omiunota N. Ukpokodu (Ed.), “Voices From the Margin: Perspectives of African-Born Teacher Educators on African and American Education”, Information Age Publishing.
        • Nganga, L. & Kambutu, J. (2011-12). Broadening Social Studies curricula: Integrating global education in a teacher education program. In William B. Russell III , Contemporary Social Studies, Series: Teaching and Learning Social, University of Central Florida College of Education.
        • Kambutu, J. & Veronica, L. & (2012). Globalization and internalization efforts in the context of Multicultural education. Multicultural Perspective, 14, (3), 125-126.
        • Shim, J. M. (2012). Pierre Bourdieu and intercultural education: It is not just about lack of knowledge about Others. Intercultural Education, 23(3), 209-220.
        • Shim, J. M. (2012). How teachers' emotions interact with intercultural texts: A psychoanalytic perspective. Curriculum Inquiry, 42(4), 472-496.
        • Cho, J. (2012). On critical performance race theory: Principles, pedagogy, and loving community.Multicultural Education Review, 4(2), 1-37.

2011

  • Chang, A. (2011) Undocumented to Hyperdocumented: A Jornada of Protection, Papers and PhD Status. Harvard Educational Review. 81(3), pp. 508-520.
  • Veronica, L. & Kambutu, J. (2011). Multicultural Education within the era of internalization and globalization. Multicultural Perspective, 13, (1), 3-4.
  • Shim, J. M. (2011). Structuralism's revelance in a Post-structural era: Re-visiting research on multicultural curricular studies. Journal of Curriculum Studies, 43(6), 739-758.

2010

  • Trent, A., Cho, J., Rios, F., Mayfield, K. (2010).  Democracy in teacher education: Learning from preservice teachers’ understandings and perspectives. Education in a Democracy: The Journal of the NNER, 2, 183-210.  Available at: http://www.units.muohio.edu/nnerjournal/currentissue.html
  • Burant, T., & Rios, F. (2010). Seeing you, seeing me: Social perspective-taking as learning. Teacher Education Quarterly, Special Online Edition. Retrieved from http://teqjournal.org/rios.html
  • Cho, J. Walker, J., Cardona, V., & Wasilik, O. (2010a). Ethics and politics of critical cultural studies in international contexts: Autoethnographic tales of growing qualitative researchers toward co-constructive social justices. Asian Journal of Educational Research and Synergy, 2(1), 1-22.  
  • Rogers, C., & Jaime, A. M. (May 2010). Listening to the community: Guidance from Native community members for emerging culturally responsive educators.  Equity and Excellence in Education.
  • Janak, E. (2010) “Adventitiously blind, advantageously political: John Eldred Swearingen and social definitions of disability in Progressive-era South Carolina.”  Vitae Scholasticae 27 (1), 5-25.
  • Janak, E. & Moran, P. (October 2010). “Unlikely Crusader: John Eldred Swearingen and African-American Education in South Carolina.”  Educational Studies 46 (2). 224-249.
  • Roxas, K.  (2010).  Who really wants “the poor, the tired, and the huddled masses” anyway?:  Teachers’ use of cultural scripts with refugee students in public school classrooms.  Multicultural Perspective, 12(2), 1-9.
  • Chang-Ross, A. (2010). Reflections of a Racial Queer. Journal of Multicultural Perspectives. 12(2), pp.1-6.
  • Nganga, L. & Kambutu, J. (2010). Education in Kenya: Primary and secondary school curriculum development since independence . In J. Kirylo & A. Nauman (Eds.) Curriculum Development: Perspectives from Around the World, Association for Childhood Education International- ACEI.
  • Cho, J. Walker, J., Cardona, V., & Wasilik, O. (2010). Ethics and politics of critical cultural studies in international contexts: Autoethnographic tales of growing qualitative researchers toward co-constructive social justices. Asian Journal of Educational Research and Synergy, 2(1), 1-22. 

2009

  • Shim, J. (2009).  Violent turbulence in curriculum theory.  Journal of Curriculum Theorizing, 25(1), 110-125.
  • Trent, A. & Riley, J. (2009). Re-placing the arts in elementary school curricula:  An interdisciplinary, collaborative action research project. Perspectives on Urban Education, 6(2), www.urbanedjournal.org
  • Trent, A. (2009). The Battle at the ampersand: Instructional autonomy and the teaching profession. Democracy & Education, 18(2), 26-32.
  • Cho, J. & Trent, A. (2009). Validity criteria for performance related qualitative work: Toward a reflexive, evaluative, and co-constructive framework for performance in/as qualitative inquiry. Qualitative Inquiry, 15,(8), 1013-1041.
This article proposes working criteria for guiding and judging the validity of performance-related qualitative work based on Conquergood's dialogical performance and Madison's performance of possibilities. A series of criteria is proposed considering three performance-based stages that pursue new meanings for performance in/as qualitative inquiry.
  • Janak, Edward (2009) "Not Just a Teacher": Digitized Oral History Collection (online)
In the summer of 2005 I taught EDCI 5870: Seminar in Foundations of Education to a group of music teachers from across the state of Wyoming. The summer led to an interesting development: during the conversations regarding the history of public schools in the United States [Read More]
  • Janak, Edward (2009) 'And ain't that a man!' Notions of Disability and Masculinity in the Life of John Eldred Swearingen, State Superintendent of Education. (pdf)
John Eldred Swearingen is a man whose name is not found in history books. However, his impact on South Carolina cannot be overstated. While Swearingen brought the state into the twentieth century in terms of education, his most significant legacy was bringing about awareness regarding the state of African-American schools. [Read More]
  • Kambutu, J., Rios, F., & Castaneda, C. (2009). Stories deep within: The narratives of teachers of color in diasporic settings. Diaspora, Immigrant and Minority Education, 3(2), 96-109. (pdf)

Racial and/or ethnic minority teachers (n=6) used personal stories to elucidate their experiences with social injustice that impact their teaching in rural schools. These counter-stories serve to disrupt orthodox conceptions of teachers of color, to center their work in their cultural positions, and to recognize the ways in which their experiences with oppression and resistance affect their teaching in rural settings.  [Read More]
  • Kambutu, J. (2009). People of Color, Educational Achievement and Career Opportunities: A Paradox with Implications for Social Change. In Brooke H. Stroud and Scott E. Corbin, Handbook on social change. Nova Science Publishers.
  • Nganga, L. & Kambutu, J. (2009). Teaching for democracy and social justice in isolated rural settings: Challenges and pedagogical opportunities.” In Susan Greonke & Amos Hatch (Eds), Critical pedagogy and teacher education in the neoliberal era: Small openings K-12 pre-service teacher education. Springer’s Transgressive Education series.
  • Kambutu, J. & Nganga, L. (2009). Social Change and Public Education in the U.S. In Brooke H. Stroud and Scott E. Corbin (Eds.), Handbook on Social Change, Nova Science Publishers.
  • Kambutu, J. & Nganga, L. (2009). Moving from A Standalone/Teach-Alone Model to Integrated Pedagogical Practices in A Teacher Education Program. In Anthony Selkirk and Maria Tichenor (Eds.) Teacher Education: Policy, Practice and Research, NOVA publishers.
  • Kambutu, J., Rios, F., & Castaneda, R. C. (2009). Stories deep within: Narratives of U.S. teachers of color from Diasporic settings. Diaspora, Indigenous, and Minority Education, 3 (2), 96-109. 

2008

  • Zamudio Margaret, Rios Francisco, and Jaime, Angela M. (2008) "Thinking Critically about Difference":  Analytical Tools for the 21st Century 41(2), 215229 (pdf)
This article examines a critical cultural thinking framework advanced to develop an analysis of difference as it pertains to race, gender, and sexuality. We examine student journals to document their use (or lack therein) of these critical cultural thinking concepts and how these concepts influence students' understanding of difference. [Read More]
  • Rios, Francisco (2008) "From Chicano-a to Xicana" (pdf)
I begin with each moment, the Chicano/ a movement and then the nuevo Xicanismo, discuss (for each) their broader social, political, and economic context, and then identify central issues relative to identity, ideology, issues, and imagination, and finally detail the critical thinking during each period (see Figure 1). [Read More]
  • Jaime, A. M. (2008, December). Native women: Decolonization and the transcendence of identity. International Journal of Multicultural Education, 10(2).
This article exposes the experiences of two Native women describing their acts of resistance against, and questioning, of the establishments in which they work. The Native women in this article redefine themselves outside of the dominant society's socialization, and, especially, the boundaries of the institutions to which they belong.
  • Rios, Francisco (2008), Summer "From Chicano-a to Xicana": Multicural Education, 2-9 (pdf)
I begin with each moment, the Chicano/ a movement and then the nuevo Xicanismo, discuss (for each) their broader social, political, and economic context, and then identify central issues relative to identity, ideology, issues, and imagination, and finally detail the critical thinking during each period (see Figure 1). [Read More]
  • Zamudio Margaret, Rios Francisco, and Jaime, Angela M. (2008) "Thinking Critically about Difference":  Analytical Tools for the 21st Century, Quartley of Excellence in Education,  41(2), 215229 (pdf)
This article examines a critical cultural thinking framework advanced to develop an analysis of difference as it pertains to race, gender, and sexuality. We examine student journals to document their use (or lack therein) of these critical cultural thinking concepts and how these concepts influence students' understanding of difference. [Read More]
  • Kambutu, J. & Nganga, L. (2008). In these uncertain times: Educators build cultural awareness through planned international experiences. Teaching and Teacher Education, 24 (4) 939-951.
  • Nganga, L. & Kambutu, J. (2008).  Broadening the borders of Current Social Studies Curricula through service Learning: A perspective from Pre-service Teacher. The National Social Science Journal, 31 (1), 106-112.

2007

  • Bell, C., Horn, B., & Roxas, K. (2007). "We know it's service, but what are they learning?": Pre-service teachers' understandings of diversity. Equity and Excellence in Education, 40(2),123-133
A great deal of research on multiculturalism looks at different approaches to multicultural education and visions of multicultural teaching and learning.
  • Prado-Olmos, P., Rios, F., & Castaeda, L. (2007). "We are multiculturalism": A self study of faculty of colour with preservice teachers of colour. Studying Teacher Education, 3(1), 85-102 (pdf)
This paper is the self-study of three faculty of color engaged in teaching a special summer session geared to recruiting people of color to teaching. Given our past experiences in institutions of higher education, we recognized the unique situation and potential of faculty of color teaching a class made up almost exclusively of students of color.  [Read More]
  • Rios, Francisco (2007) "La Casa de Esperanza": The House that Multicultural Education Built, Multicultural Education Issue 9(1), 1-15 (pdf)
Using a house (la casa) as a metaphor, this manuscript attempts to provide a broad overview of the field of multicultural education as an academic discipline. It includes viewing multicultural education from a macrolevel perspective (el barrio), describing many paths multicultural educators have taken (los calles), and reading the stories of oppression and resistance which they face (los paredes). [Read More]
  • Rios, Francisco (2007) "Lessons Learned from a Collaborative Self-Study" : Teacher Ed Quartley, 74-87 (pdf)
Sometimes I feel like a fraud and a failure...at least that´s what I felt after the last class. I guess that the old phrase to go abroad helps you to make the strange familiar and the familiar strange has allowed me time to really think about what I teach and how I teach. (Francisco, personal journal, 3/05) [Read More]
  • Jaime, A., & Rios, F. (2007, December). Negotiation and resistance amidst the overwhelming presence of Whiteness: A Native American faculty and student perspective. Taboo: Journal of Culture and Negotiation, Winter/Fall, 37-54.

Share This Page:

Footer Navigation

University of Wyoming Medallion
 
1000 E. University Ave. Laramie, WY 82071 // UW Operators (307) 766-1121 // Contact Us // Download Adobe Reader