David Bwire (Wandera)
Ph.D., ASSISTANT PROFESSOR
Scholarly Interests: Transcultural literacy practices; digital literacies; multimodal pedagogy in K-12 classrooms; new literacy studies; discourse analysis; ethnography of communication and qualitative research methods; collaborative and online learning communities; social justice in education.
RDLG 537/SPED 605 – Language Arts Literacy; SPE 323 – Content Literacy in the Inclusive Secondary Classroom; RAL 221— Literacy Strategies, Assessment, and Instruction in Elementary School;
Achievements: Articles published in Journal of Transformative Education, Bread Loaf Teacher Network Journal, and African Journal of Teacher Education; Book reviews published in Journal of Language, Identity and Education, Journal of Social Sciences Research, and Journal of Pedagogy, Technology and Education; Conference presentations at the American Educational Research Association (AERA), Literacy Research Association (LRA), National Council of Teachers of English (NCTE), Comparative International Education Society (CIES), and Social Sciences Historical Association (SSHA); Peer reviewer for AERA, CIES, and LRA; Writing Center Coordinator; Trainer.
Scholarship: Wandera, D. (2016). Teaching Poetry through Collaborative Art: An Analysis of Multimodal Ensembles for Transformative Learning. In Journal of Transformative Education, 1, p. 1– 21. Retrieved from http://jtd.sagepub.com/content/early/2016/05/31/1541344616650749.abstract#corresp-1
Wandera, D. (2015). Mabeshte Revisited. Beyond the Narrative Barrier: Reclaiming Teaching stories. In Bread Loaf Teacher Network Journal, 5(1), Retrieved from http://sites.middlebury.edu/bltnmag/2015/10/29/2367/
Wandera, D. (2015). The Role of Education in a Pluralistic World. In Journal of Language, Identity and Education, 14(1), p. 50 – 53.http://www.tandfonline.com/doi/full/10.1080/15348458.2015.988573#abstract
Wandera, D. (2014). Navigating the Turbulence of Education Reform through Studio Thinking. In Journal of Social Sciences Research, 1, p. 43 – 45. http://www.iossbr.com/#!journal/c1ri8
Wandera, D. (2014). The Threat of Obsolescence: Teaching and Learning Responding toTechnology. In Journal of Pedagogy, Technology and Education, 24 (2), p. 279 – 281. http://www.tandfonline.com/doi/abs/10.1080/1475939X.2014.913533#.U9E3ybFY9fx
Wandera, D. (2013). What to Do When Teens say “Amka Ukatike”: An Exploration of Agency in Teen Oral Literacy Performed Through Kenyan Hip Hop. African Journal of Teacher Education. Vol. 3/1, P. 1 – 14. Retrieved from http://gir.uoguelph.ca/index.php/ajote/article/view/1943
Conference Presentations: Wandera, D., Lewis, C., Baca, D., Gorham, R., Macgrath, B., Tejani, M. (November, 2016).The Bread Loaf International Peace Literacy Network: Connecting Classrooms, Communities, and Cultures Over the (In)visible Lines. National Council of Teachers of English (NCTE),
Wandera, D. (April, 2016). The Alaska-Kenya Collaboration: Inclusive Pedagogy as a Hallmark of the Classroom Public Space. American Education Research Association (AERA), Washington, DC.
Wandera, D. (March, 2016). Sharing Transnational Lives: Exploring Languacultural Literacy in an Alaska-Kenya Exchange. Comparative and International Education Society (CIES) Vancouver, Canada.
Wandera, D. (December, 2015). Dialogic Intercultural Imagination: Exploring Communication Strategies in an Alaska-Kenya Collaboration. Literacy Research Association (LRA), Carlsbad, CA.
Wandera, D. (March, 2015). Cultivating Ubuntu in Classroom Literacy Practices: The Alaska-Kenya Writing Exchange. Comparative and International Education Society (CIES), Washington, DC.
Wandera, D. (November, 2014). The Linguistics of Literacy Campaigns: Interrogating Dichotomies—Insights From Evolved Pedagogy in a Multilingual-Multicultural Classroom. Social Sciences Historical Association (SSHA) Toronto, Canada.
Ph.D., The Ohio State University, OH.
M. Litt., M.A., Middlebury College BLSE, VT.
B. Ed. (Hons.) Moi University, Kenya.