John Kambutu
Biographic Data
| ID | 1132195 |
|---|---|
| NAME | John Kambutu |
| GIVEN NAMES | John |
| FAMILY NAME | Kambutu |
| SIGNATURE | KAMBUTU J |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0002-0455-7178 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Parent and Teacher Perspectives on “Quality” Education
Indigenous-Centered Social–Emotional Learning for SDG 4
Indigenous students continue to experience persistent educational inequities shaped by colonial histories, assimilationist schooling structures, and the marginalization of Indigenous knowledge systems. Although social–emotional learning (SEL) is widely promoted as foundational to student well-being and academic success, dominant SEL frameworks often reflect Eurocentric assumptions that overlook Indigenous understandings of relationality, land, id…
“I Was Heard”
Professional counseling is an emerging practice in African nations, including Uganda. While there is need for mental health services, social stigma related to seeking professional counseling services represents a barrier to accessing mental health resources. Stigma is especially present for men due to gender roles and strong pressure to display strength and resilience. This qualitative hermeneutic phenomenological inquiry explored men’s counselin…
Goal Setting for Teacher Development
This interpretive phenomenological study explores the perspectives of in-service, K-12 teachers in a graduate teacher education program on using goal setting to promote culturally responsive practices. The participants set two goals, documented their growth, and rated course instructional strategies that contributed to their learning. Data were collected through written reflections and responses to an anonymous midterm questionnaire in an online …
Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning
Earners from Native American communities in the U.S. experience unfamiliar curricula that are designed and implemented by educators from the dominant culture who are often unprepared to meet the needs of diverse leaners. Consequently, teacher education programs have a responsibility to equipe preservice teachers with knowledge and skills essential to integrating culturally relevant contents. Therefore, this collaborative autoethnography conducted…
Educational policies in early childhood education programs in Kenya and Nepal
Educational policies and practices in the current age of heightened globalization are increasingly grounded on unjust binary curriculum approaches that favor educational designs from Minority-World countries at the expense of epistemologies of indigenous people in Majority-World nations that are typically deemed culturally inferior (Gupta, 2015). Essentially, those opposing binaries promote neocolonial and neoliberal ideologies while disregarding…
Privatization of early childhood education (ECE)
This ethnographic study examined the (un)intended 1 consequences of increased privatization of Early Childhood Education (ECE) in Nepal and Kenya. Qualitative data showed overreliance on high-stakes standardized tests increased competition for ‘good grades or examination scores’, thus (un)intentionally creating ideal conditions for proliferation of for-profit private schools that predominantly taught culturally decontextualized education at all l…
Caring Schools and Educators a Solution to Disparities in Academic Performance
Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-tracking, ensuring low teacher-student ratios, and promoting high teacher expectations for all learners have been tried with limited success. Thus, this phenomenological qualitative study explored other possible solutions from the experiences and perspectiv…
Voices from the red states
Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia …
Exploring Globalization Opportunities and Challenges in Social Studies
Multicultural Education Within the Era of Internalization and Globalization
This research examines the emotional themes and discourse of emotion of early childhood educators using a post-structuralist theoretical framework of emotion. The data selected and analyzed is taken from 4 two-hour discussion groups that were conducted over an eight-week period with four female early childhood educators. The emotional themes and patterns that emerged from the discussion groups and artifacts, teacher journals, and follow-up interv…
Stories Deep Within
In this qualitative investigation, racial and ethnic minority teachers (N = 6) used personal stories to elucidate their experiences with social injustices that have impacted their teaching in rural schools. These counter-stories serve to disrupt orthodox conceptions of teachers of color, to resituate their work in their cultural positions, and to demonstrate the ways in which their experiences with oppression and resistance affect their teaching …
In these uncertain times
In these uncertain times
Stories Deep Within
In this qualitative investigation, racial and ethnic minority teachers (N = 6) used personal stories to elucidate their experiences with social injustices that have impacted their teaching in rural schools. These counter-stories serve to disrupt orthodox conceptions of teachers of color, to resituate their work in their cultural positions, and to demonstrate the ways in which their experiences with oppression and resistance affect their teaching …
Voices from the red states
Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia …
In these uncertain times
Stories Deep Within
In this qualitative investigation, racial and ethnic minority teachers (N = 6) used personal stories to elucidate their experiences with social injustices that have impacted their teaching in rural schools. These counter-stories serve to disrupt orthodox conceptions of teachers of color, to resituate their work in their cultural positions, and to demonstrate the ways in which their experiences with oppression and resistance affect their teaching …
Multicultural Education Within the Era of Internalization and Globalization
This research examines the emotional themes and discourse of emotion of early childhood educators using a post-structuralist theoretical framework of emotion. The data selected and analyzed is taken from 4 two-hour discussion groups that were conducted over an eight-week period with four female early childhood educators. The emotional themes and patterns that emerged from the discussion groups and artifacts, teacher journals, and follow-up interv…
Exploring Globalization Opportunities and Challenges in Social Studies
Voices from the red states
Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia …
Caring Schools and Educators a Solution to Disparities in Academic Performance
Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-tracking, ensuring low teacher-student ratios, and promoting high teacher expectations for all learners have been tried with limited success. Thus, this phenomenological qualitative study explored other possible solutions from the experiences and perspectiv…
Privatization of early childhood education (ECE)
This ethnographic study examined the (un)intended 1 consequences of increased privatization of Early Childhood Education (ECE) in Nepal and Kenya. Qualitative data showed overreliance on high-stakes standardized tests increased competition for ‘good grades or examination scores’, thus (un)intentionally creating ideal conditions for proliferation of for-profit private schools that predominantly taught culturally decontextualized education at all l…
Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning
Earners from Native American communities in the U.S. experience unfamiliar curricula that are designed and implemented by educators from the dominant culture who are often unprepared to meet the needs of diverse leaners. Consequently, teacher education programs have a responsibility to equipe preservice teachers with knowledge and skills essential to integrating culturally relevant contents. Therefore, this collaborative autoethnography conducted…
Educational policies in early childhood education programs in Kenya and Nepal
Educational policies and practices in the current age of heightened globalization are increasingly grounded on unjust binary curriculum approaches that favor educational designs from Minority-World countries at the expense of epistemologies of indigenous people in Majority-World nations that are typically deemed culturally inferior (Gupta, 2015). Essentially, those opposing binaries promote neocolonial and neoliberal ideologies while disregarding…
Goal Setting for Teacher Development
This interpretive phenomenological study explores the perspectives of in-service, K-12 teachers in a graduate teacher education program on using goal setting to promote culturally responsive practices. The participants set two goals, documented their growth, and rated course instructional strategies that contributed to their learning. Data were collected through written reflections and responses to an anonymous midterm questionnaire in an online …
Parent and Teacher Perspectives on “Quality” Education
Indigenous-Centered Social–Emotional Learning for SDG 4
Indigenous students continue to experience persistent educational inequities shaped by colonial histories, assimilationist schooling structures, and the marginalization of Indigenous knowledge systems. Although social–emotional learning (SEL) is widely promoted as foundational to student well-being and academic success, dominant SEL frameworks often reflect Eurocentric assumptions that overlook Indigenous understandings of relationality, land, id…
“I Was Heard”
Professional counseling is an emerging practice in African nations, including Uganda. While there is need for mental health services, social stigma related to seeking professional counseling services represents a barrier to accessing mental health resources. Stigma is especially present for men due to gender roles and strong pressure to display strength and resilience. This qualitative hermeneutic phenomenological inquiry explored men’s counselin…
Sociology (10 works) · Pedagogy (7 works) · Global Education and Multiculturalism (6 works) · Political science (6 works) · Qualitative research (5 works) · Early Childhood Education and Development (4 works) · Psychology (4 works) · Curriculum (3 works) · Gender Studies (3 works) · Globalization (3 works)