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David Bwire

David Bwire
David Bwire

David Bwire (Wandera)


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.

Courses Taught:

RDLG 698 Department Project Reading
ESLM 688 Practicum Secondary Language Teachers
SPED 605 Language/Reading strategies for students with disabilities
RDLG 537 Literacy Strategies, Instruction and Assessment in Elementary School
RAL 320 Literacy Learning Across the Curriculum
RAL 221 Literacy Strategies, Assessment and Instruction in Reading
RAL220 Literacy Strategies, Assessment and Instruction
SLP 102 Introduction to Speech, Language, and Communication

Achievements: Articles published in Reading Research Quarterly, 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, NCTE, CIES, and LRA; Writing center coordinator and trainer. Journal reviewer for Journal of Literacy Research: Theory, Method, and Practice. Co-recipient School of Education Mini Grant and TCNJ Faculty Diversification grant.


Wandera, D. (2021). What kind of teachers do our students wish they had? Centering students in teacher formation through service-learning. In Maletta, A., Starling, C., & dos Santos, N. (Eds.), Processos educativos em contextos diversos: interrogando a formação, (pp 127–148). Universidade do Estado de Minas Gerais. DOI: 10.46383/isbn.978-65-5854-225-4

Wandera, D. (2020). A teacher’s call to teachers: A review of Lorena German’s ‘The anti-racist teacher: Reading instruction workbook’. In Bread Loaf Teacher Network Journal, 5(1),

Wandera, D. (2019). Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom. In Reading Research Quarterly, 0(0), p. 1– 20. Retrieved from

Wandera, D., & Farr, M. (2018). Interrupting ideologies of cultural deficiency: Illustrating curricular benefits of plurilingualism in a Kenyan classroom. In Journal of Language and Literacy Education, 14(1), 1–27. Retrieved from

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

Wandera, D. (2015). Mabeshte Revisited. Beyond the Narrative Barrier: Reclaiming Teaching stories. In Bread Loaf Teacher Network Journal, 5(1), Retrieved from

Wandera, D. (2015). The Role of Education in a Pluralistic World. In Journal of Language, Identity and Education, 14(1), p. 50 – 53.

Wandera, D. (2014). Navigating the Turbulence of Education Reform through Studio Thinking. In Journal of Social Sciences Research, 1, p. 43 – 45.!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.

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

Conference Presentations:

Jennifer Coreas, Sarahi Rodriguez, Lee Krishnan, Mohsin Tejani, Rich Gorham, Wandera, D. (November, 2021). Leveraging online spaces to unite families and teachers globally. National Council for Teachers of English (NCTE), Virtual conference.

Troublemaker’ project students from Trenton Central High School and TCNJ with McManus, B., Lieberman, R., Adaurennaya, C., Shallish, L., & Wandera, D. (April, 2021). Troublemaking as responsible action: Building a freedom dreaming institute, American Education Research Association (AERA), Online conference.

Wandera, D. (April, 2021). Taking responsibility for marginalized epistemologies: A case for interepistemic synergy. American Education Research Association (AERA), Online conference.

Rolon, A., Winder, S., Nayeishka, H., McManus, B., Lieberman, R., Peel, A., Shallish, L., & Wandera, D. (February, 2020). The troublemaker project. Ethnography in Education Research Forum at Penn Graduate School of Education, Philadelphia, PA.

Trigos-Carrillo, L., Mora, R., Wandera, D., & Calle-Diaz, L. (December, 2019). Conference symposium on ‘Thinking collectively about the future: Epistemological diversity and knowledge distribution in literacy research’. Literacy Research Association (LRA), Tampa, FL.

Wandera, D. (May, 2018). Educating a diverse public: Broadening conceptions of culturally-cognizant pedagogy through examining Kenyan classroom talk. American Education Research Association (AERA), New York, NY.

Wandera, D. (March, 2018). Revising research traditions: Utilizing Yuuyaraq and Nairobian epistemic reference points to illuminate situated literacy practices. National Council for Teachers of English Assembly of Research (NCTEAR), Towson, MD.

Wandera, D. (November, 2017). But is that writing? Teaching writing before and beyond the alphabet. National Council for Teachers of
English (NCTE), St. Louis, MO.

Wandera, D. (May, 2017). Interrogating cultural hegemonies in Education: Aleknagik and Nairobian youth voices. American Education
Research Association (AERA), San Antonio TX.

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.