Joseph Christopher Pesambili
Biographic Data
| ID | 791490 |
|---|---|
| NAME | Joseph Christopher Pesambili |
| GIVEN NAMES | Joseph Christopher |
| FAMILY NAME | Pesambili |
| SIGNATURE | PESAMBILI J C |
| AFFILIATIONS | University of Dar es Salaam |
| ORCID | 0000-0001-8734-7266 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Beyond academia: The politics of international honorary degrees and elite recognition in Tanzania
This study explores the politics of international honorary degrees in Tanzania, focusing mainly on (a) the policy and regulatory frameworks governing their conferment and (b) the motives associated with non-academic global organisations and elite recipients. Drawing on Bourdieu’s theory of symbolic capital and symbolic power, the study employed documentary review and elite interviews with 10 Tanzanian Members of Parliament (MPs) to generate data.…
Exploring traditional learning and socialisation pathways outside formal schooling among Maasai girls in Monduli, Tanzania
This study explores how traditional learning and socialisation processes shape the lives, gendered roles, and identities of Maasai girls as they transition from infancy to adulthood in Monduli, Tanzania. Anchored in Cultural Transmission Theory and Situated Learning Theory, the study employed an ethnographic design involving 8 months of immersive fieldwork in Meserani and Engaruka. Data were generated through participant observation, in-depth int…
Fee-free education in Tanzania (2016–2025): A decade of expanded access, learner progression, and persistent inequalities
This study examines trends in access, equity, inclusion and learner progression in Tanzania's primary and secondary education system during the period 2016–2025. It employed a desk-based documentary research design combining secondary analysis of national education statistics with qualitative content analysis of legal, policy and strategic documents. The analysis drew on 25 core documents, comprising 10 annual Basic Education Statistics in Tanzan…
A tradition in transition: The Indigenous Maasai olpûl ritual’s encounter with Western education in a globalized era
Why Are They Already Digging Our Graves: Unraveling the Diverse Emotional Responses to Covid-19 Vaccine Hesitancy in South Africa and Tanzania
Understanding the emotional responses to public health interventions provides essential insights for building trust between health responders and communities. This study examines COVID-19 vaccine hesitancy in South Africa and Tanzania during the Omicron wave (January–October 2022). It analyzes participants’ fear and mistrust of public health vaccination protocols in the context of a long history of Western medical experimentation on African bodie…
The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing
Towards culturally responsive ethical research: Insights from an in-depth study of the Indigenous Maasai community in Monduli, Tanzania
Drawing on my research experience, this article critically reflects on navigating four ethical issues: informed consent , confidentiality and anonymity , giving back , and participants’ payment using culturally responsive ethical approaches among Maasai (an Indigenous ethnic group native to northern Tanzania and southern Kenya) pastoralists in Monduli, Tanzania. The article posits that culturally responsive ethical research requires reconciling c…
Beyond the surface: Unpacking the methodological and ethical challenges of researching into a sensitive female genital mutilation practice
The World Bank’s construction of teachers and their work: A critical analysis
This article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for…
Glocalised research design: Exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania
Drawing upon my experience of researching the encounter between Indigenous and Western knowledge among the Maasai in Monduli, Tanzania, I reflect on theoretical and practical aspects of a glocalised research design as an alternative methodological approach to Indigenous research. I explore how the design is embodied in the Maasai’s concept of enkigúɛ́ná (meeting) both as an ontological and epistemological framework for engaging diverse worldviews…
Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania
An exploration into the encounter between Indigenous and Western education at Noonkodin School in Eluwai, Monduli, Tanzania
This study investigated the tensions present in an intercultural education model designed to offer an indigenous knowledge course alongside the national curriculum at Noonkodin School in Eluwai, Monduli, Tanzania. The study employed an ethnographic research design involving mainly in-depth classroom observations, interviews with the head and deputy head of school, informal conversations, and focus groups with 11 teachers and 20 Maasai students. T…
Implications of female genital mutilation on girls’ education and psychological wellbeing in Tarime, Tanzania
Though female genital mutilation is widely practiced in Tanzania, there has been no systematic examination of its long-term implications on girls’ wellbeing. Employing interviews and focus group discussions, this study explored the implications of female genital mutilation (FGM) on girls’ wellbeing in Tarime, Tanzania. The results revealed that the effect of FGM on girls are multifaceted, including early marriages, parents’ negative attitudes tow…
An exploration into the encounter between Indigenous and Western education at Noonkodin School in Eluwai, Monduli, Tanzania
This study investigated the tensions present in an intercultural education model designed to offer an indigenous knowledge course alongside the national curriculum at Noonkodin School in Eluwai, Monduli, Tanzania. The study employed an ethnographic research design involving mainly in-depth classroom observations, interviews with the head and deputy head of school, informal conversations, and focus groups with 11 teachers and 20 Maasai students. T…
Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania
A tradition in transition: The Indigenous Maasai olpûl ritual’s encounter with Western education in a globalized era
Why Are They Already Digging Our Graves: Unraveling the Diverse Emotional Responses to Covid-19 Vaccine Hesitancy in South Africa and Tanzania
Understanding the emotional responses to public health interventions provides essential insights for building trust between health responders and communities. This study examines COVID-19 vaccine hesitancy in South Africa and Tanzania during the Omicron wave (January–October 2022). It analyzes participants’ fear and mistrust of public health vaccination protocols in the context of a long history of Western medical experimentation on African bodie…
The World Bank’s construction of teachers and their work: A critical analysis
This article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for…
Implications of female genital mutilation on girls’ education and psychological wellbeing in Tarime, Tanzania
Though female genital mutilation is widely practiced in Tanzania, there has been no systematic examination of its long-term implications on girls’ wellbeing. Employing interviews and focus group discussions, this study explored the implications of female genital mutilation (FGM) on girls’ wellbeing in Tarime, Tanzania. The results revealed that the effect of FGM on girls are multifaceted, including early marriages, parents’ negative attitudes tow…
Implications of female genital mutilation on girls’ education and psychological wellbeing in Tarime, Tanzania
Though female genital mutilation is widely practiced in Tanzania, there has been no systematic examination of its long-term implications on girls’ wellbeing. Employing interviews and focus group discussions, this study explored the implications of female genital mutilation (FGM) on girls’ wellbeing in Tarime, Tanzania. The results revealed that the effect of FGM on girls are multifaceted, including early marriages, parents’ negative attitudes tow…
Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania
An exploration into the encounter between Indigenous and Western education at Noonkodin School in Eluwai, Monduli, Tanzania
This study investigated the tensions present in an intercultural education model designed to offer an indigenous knowledge course alongside the national curriculum at Noonkodin School in Eluwai, Monduli, Tanzania. The study employed an ethnographic research design involving mainly in-depth classroom observations, interviews with the head and deputy head of school, informal conversations, and focus groups with 11 teachers and 20 Maasai students. T…
Glocalised research design: Exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania
Drawing upon my experience of researching the encounter between Indigenous and Western knowledge among the Maasai in Monduli, Tanzania, I reflect on theoretical and practical aspects of a glocalised research design as an alternative methodological approach to Indigenous research. I explore how the design is embodied in the Maasai’s concept of enkigúɛ́ná (meeting) both as an ontological and epistemological framework for engaging diverse worldviews…
The World Bank’s construction of teachers and their work: A critical analysis
This article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for…
Beyond the surface: Unpacking the methodological and ethical challenges of researching into a sensitive female genital mutilation practice
A tradition in transition: The Indigenous Maasai olpûl ritual’s encounter with Western education in a globalized era
Why Are They Already Digging Our Graves: Unraveling the Diverse Emotional Responses to Covid-19 Vaccine Hesitancy in South Africa and Tanzania
Understanding the emotional responses to public health interventions provides essential insights for building trust between health responders and communities. This study examines COVID-19 vaccine hesitancy in South Africa and Tanzania during the Omicron wave (January–October 2022). It analyzes participants’ fear and mistrust of public health vaccination protocols in the context of a long history of Western medical experimentation on African bodie…
The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing
Towards culturally responsive ethical research: Insights from an in-depth study of the Indigenous Maasai community in Monduli, Tanzania
Drawing on my research experience, this article critically reflects on navigating four ethical issues: informed consent , confidentiality and anonymity , giving back , and participants’ payment using culturally responsive ethical approaches among Maasai (an Indigenous ethnic group native to northern Tanzania and southern Kenya) pastoralists in Monduli, Tanzania. The article posits that culturally responsive ethical research requires reconciling c…
Beyond academia: The politics of international honorary degrees and elite recognition in Tanzania
This study explores the politics of international honorary degrees in Tanzania, focusing mainly on (a) the policy and regulatory frameworks governing their conferment and (b) the motives associated with non-academic global organisations and elite recipients. Drawing on Bourdieu’s theory of symbolic capital and symbolic power, the study employed documentary review and elite interviews with 10 Tanzanian Members of Parliament (MPs) to generate data.…
Exploring traditional learning and socialisation pathways outside formal schooling among Maasai girls in Monduli, Tanzania
This study explores how traditional learning and socialisation processes shape the lives, gendered roles, and identities of Maasai girls as they transition from infancy to adulthood in Monduli, Tanzania. Anchored in Cultural Transmission Theory and Situated Learning Theory, the study employed an ethnographic design involving 8 months of immersive fieldwork in Meserani and Engaruka. Data were generated through participant observation, in-depth int…
Fee-free education in Tanzania (2016–2025): A decade of expanded access, learner progression, and persistent inequalities
This study examines trends in access, equity, inclusion and learner progression in Tanzania's primary and secondary education system during the period 2016–2025. It employed a desk-based documentary research design combining secondary analysis of national education statistics with qualitative content analysis of legal, policy and strategic documents. The analysis drew on 25 core documents, comprising 10 annual Basic Education Statistics in Tanzan…
Tanzania (10 works) · Sociology (6 works) · Geography (5 works) · Global Educational Policies and Reforms (5 works) · Maasai (5 works) · Psychology (5 works) · Indigenous (4 works) · Pastoralism (4 works) · Rangeland Management and Livestock Ecology (4 works) · Traditional knowledge (4 works)