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Faculty Scholarly Research

Department of Educational Studies

Below is a sample of scholarly research (2007-2015) produced by the Department of Educational Studies. It is intended to demonstrate the active scholarly agenda of the faculty in the department.
 

2015

  • Dooley, J.C. & Burant, T.J.  (Book chapter accepted for publication April 2015).  Under the surface of service-learning in teacher education in O. O. Delano-Oriaran, M.W. Parks, & S. Fondrie (Eds.) Service-Learning and Civic Engagement: A Sourcebook.  Thousand Oaks, CA: Sage.
  • Kambutu, J. & Nganga, L. (To be published spring 2015). Social justice education, global education & teacher education. Charlotte, NC: Information Age.

2014

  • Kambutu, J. (Accepted). Fed up with exclusive curricula: Students of color prefer culturally responsive education. Sage Open.
  • Kambutu, J. & Nganga, L. (2014). Do you speak African? Teaching for diversity awareness in an era of globalization. Journal of International Social Studies, 3 (1), 28-41.  
  • Shim, J. M.  (2014).  Transference, counter-transference, and reflexivity in intercultural education.  Educational Philosophy and Theory.  DOI:10.1080/00131857.2014.914875.
  • Shim, J. M.  (2014).  Multicultural education as emotional situation: Practicing encountering the unexpected in teacher education.  Journal of Curriculum Studies, 46(1), 116-137.
  • Shim, J. M.  (2014).  A Bourdieuian analysis: Teachers’ beliefs about English language learners’ academic challenges.  International Journal of Multicultural Education, 16(1), 40-55.
  • Shim, J. M.  (2014).  The Other within self: Doing self-reflexivity in multicultural education.  Current Issues in Education, 17(1), 1-13.
  • Shim, J. M.  (2014).  Cultural diversity and cultural difference: From Homi Bhabha’s persepctives.  Education in a Democracy: A Journal of the NNER, 6, 131-144.
  • 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.
  • Shim, J. M. (2014). 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

  • Shim, J. M.  (2013).  Teachers’ viewpoints about Other’s actions: Implications for multicultural education.  Transnational Curriculum Inquiry, 10(2), 17-35.  
  • 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

  • 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

  • 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.
  • 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.
  • 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.
  • 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]
  • 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.
  • 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

  • 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.

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