Nathalis Wamba
Nathalis Wamba Ph.D.
Bio
Nathalis Wamba is a Full Professor and the Coordinator of the Post-Graduate Program in Education Leadership in the Department of Educational and Community Programs at Queens College, City University of New York. He graduated with a Ph.D. in education from New York University (NYU) and pursued post-doctoral work in educational policy at Central European University (CEU) in Budapest, Hungary. He joined Queens College as an Associate Professor in 2005. Prior to his faculty position at Queens College, Professor Wamba worked as a senior researcher at the New York University Institute for Education and Social Policy (IESP) where he led research on charter schools in the state of New York.
Professor Wamba’s scholarship focuses on participatory action research, decolonization and decoloniality, neoliberalism’s impact on public education, post-modernity and trans-modernity and cognitive justice. He is the recipient of numerous awards including three Fulbright awards: one Senior Fulbright award in Malawi, (Africa) at Mzuzu University, a Specialist Fulbright award at University College Cork (UCC) in Ireland, and A Fulbright Flex award in Malawi. He was also a Roothbert fellow and received the Samuel Eshborn Award and the Paul Lomax Doctoral Award for Scholarship and Leadership from New York University. In 2018 he secured a grant from USAID to study education inclusion in Port-au-Prince in Haiti. He also lectured at the Cape Peninsula University of Technology (CPUT) in Cape Town, South Africa.
He is the co-author/editor of three books: Exit Narratives: Reflections of Four Retired Teachers published by University Press of America 2010; Learning Differences: Research, Practice and Advocacy published by Learning Disabilities Worldwide 2010; and Poverty and Literacy published by Routledge 2012. He also co-authored eight monographs, several book chapters and refereed and non-refereed articles. Professor Wamba has just completed a new book manuscript under the working title, “Neoliberalism goes to school.” He credits his achievements to the support received from his family and colleagues in the Department of Educational and Community Programs at Queens College.
Mes liens avec l'Acfas
ConférencierPrincipal secteur de recherche ou d'activité
Mes intérêts de recherche
AndragogieMes contributions « Science et société »
Educational Research of secondary schools in Malawi
Research on inclusive education in Haiti
Pioneering charter school research in the state of New York (Institute of Education and Social Policy, New York University)
Mes publications
Selected publications
Books
Wamba, N. (Ed.). (2012). Poverty and literacy. London: Routledge.
Wamba, N., Foster, U., Davis, E., Jones, J., & Storck, B. (2010). Exit narratives: Reflections of four retired teachers. Lanham, MD: University Press of America.
Wamba, N., & Citro, T. (Eds.). (2010). Learning differences: Research, practice and advocacy. Weston, MA: Learning Disabilities Worldwide
Wamba, N. (2006). UnseenAmerica. Workshop leader’s guide. New York: 1199 SEIU Bread and Roses Cultural Project.
Articles
Pai, G., Silbeberg, E., & Wamba, N (2024). Alternative pedagogies to advance equity in undergraduate STEM courses: A systematic Review of literature. Journal of STEM Education Research https://link.springer.com/article/10.1007/s41979-024- 00127-y
Wamba, N. (2021). School Leadership in the era of neoliberalism. Psychologie a jejikontexty, 12 (2), 23-38. https://doi.org/10.15452/PsyX.2021.12.0009
Wamba, N. (2021). Decolonizing the curriculum. Blog.https://decolonisingessex.wixsite.com/decolonisingthework/post/decolonizing-the-curriculum-by-professor-nathalis-wamba
Wamba, N. (2020). Interrogating self-regulated learning hegemony through learning, de-learning and re-learning pedagogy. AERA SSRL Sig 3 (7).
Woolf, S., & Wamba, N. (2018). Embracing intersectionality to create a collective living theory of practice. Action Research. DOI: 10.11177/1476750318818879
Wamba, N. (2016). The challenge of participation in doing community-based participatory action research: Lessons from the Kwithu project. Action Research, 15 (2) 198-213.
O’Connor, S., Gallagher, J., Wamba, N., Moyo, C., Chirambo, G. B., O’Donoghue, J., (2016). Establishing long-term nursing informatics capacity in Malawi. Nursing Informatics. Doi: 10.3233/978-1-61499-658-3-1013
Wamba, N. (2015). Headteachers’ training in Mzuzu, Malawi, Africa. Journal of Education and Learning, 4 (4).
Wamba, N. (2015). Editorial statement. Education and Society in Southern Africa, 2 (1), II-IV. *
Mgomezulu, V. Y., Shawa, L. B., &Wamba, N. G. (2014). Blending critical thinking with the teaching of subject matter: Case of a geography lesson in a Malawi school. AFRREVIEW STECH, An International Journal of Science and Technology, 3(2): 66-85.
Wamba, N., & Mgomezulu, V. (2014). The crisis in public education in Malawi. International Journal of Advanced Research 2(4): 323-332.
Heskial, J., & Wamba, N. (2013). Lifting kindergartners’ writing to meet the commoncore learning standards; A collaborative inquiry. The Canadian Journal of Action Research, 14 (2), 51-64.
Wamba, N. (2013). Editorial statement. Education and Society in Southern Africa. 1 (1).
Mgomezulu, V. Y., & Wamba, N. (2013). Mzuzu University student- teachers experiences: A case study. Education and Society in Southern Africa. 1 (1).
Mgomezulu, V. Y., Wamba, N., & Shawa, B. L. (2013). Training learner-leaders in school management aspects: A strategy to improving school discipline in Botswana. African Journal of Teacher Education (Winter/Spring). 3 (1).
Wamba, N. (2012). Developing an alternative epistemology of practice: Teachers’ actionresearch as critical pedagogy. Action Research. 9 (2), 162-178.
Wamba, N. (2010). Poverty and literacy; Introduction. Reading and Writing Quarterly, 26 (2).
Wamba, N., Murphy, M., Murray, K., Castellano, J., Jeanty, Y., Macoon, B., Pedicini, M., & Wilson, P. (2009). Learning by doing: An action research-based pedagogy. The Ontario Action Researcher. 10 (1 & 2).
Wamba, N., & Dunn, K. (2009). Effective individualized educational plans: Do something special with learning styles! Insights on Learning Disabilities. 6 (1).
Wamba, N. (2008). Introduction. Insights on Learning Disabilities. 5 (1).
Wamba, N. (2008). Children with learning needs: An overview and discussion of US legislative initiatives. Insights on Learning Disabilities. 5 (1).
Wamba, N. (2007). Students with learning disabilities leaving school: Implications for educational leadership programs. Insights on Learning Disabilities. 4 (1).
Wamba, N. (2007, June 6). Leadership programs produce ‘Change Agents’ Letter to the editor. Education Week, p. 33.
Wamba, N. (2006, Summer). Action research in school leadership programs. AcademicExchange Quarterly. 10
Wamba, N. (2005, July). Empowering and unlocking adult students’ voices through action research: The Hyde Park Instructional model. Proceedings of the 3rd International Conference on Practice-Oriented Education. Northeastern University, Boston, Massachusetts.
Wamba, N. (2005, Fall). Empowering adult students through action research. Academic Exchange Quarterly. 9 (3).
Wamba, N., & Ascher, C. (2003, August). An examination of charter school equity. Education and Urban Society. 35 (4), 462-476.
Wamba, N. (2002, Fall/Winter). Union? I don’t get: Young workers vs. old unions. New Labor Forum. 11, 75-84.
Mcpherson, W., Rainey, C., Roach, T. D., Rogers, H., & Wamba, N. (2002). Educator externship: A view from the trenches. NABTE Review, 29, 18-25.
Mcpherson, W., Rainey, C., Roach, T. D., Rogers, H., & Wamba, N. (2002). The perceptions and attitudes of school personnel towards educator externships. Academic Exchange Quarterly, 6, 206-212.
Ascher, C., Echazarreta, J., Jacobowitz, McBride, Y., Troy, T., & Wamba, N. (2001,Spring). Teachers study opportunity to learn in urban charter schools. Project Highlights, 1 (1).
Ascher, C., Echazarreta, J., Jacobowitz, McBride, Y., Troy, T., & Wamba, N. (2001, Fall). Going charter and new models of support. Project Highlights, 1 (2).
Wamba, N. (1999). Internationalizing business education in the twenty-first century. ThDelaware Business Education Journal, 13-17.
Wamba, N. (1998, April). Postmodern business education: An essay. The Journal of International Society for Business Education (The Review), 131, 52-59.
Wamba, N. (1993). New York Latino and Africa-American youth: Attitudes toward work and schooling. The Other Side, 3 (1), 7-11.
Wamba, N. (1993). The perceptions of a group of low-income youth toward work and their work experiences. Delta Pi Epsilon Vol. XXXIII,
Wamba, N. (1987). Dropout story: More than statistics. The Tablet.
Book Chapters
Wamba, N. (2023). Research in French, English, and Creole on inclusive education in Haiti: A multilingual review of literature. In Rochambeau Lainy (Ed.), Disability, diversity, and inclusive education in Haiti. Learning, exclusion and educational relationship in the context of crises. New York: Routledge.
Wamba, N. (2021). The action turn. In Danny Burns, Jo Howard and Sonia Ospina (2021). The Sage Handbook of Participatory Research and Inquiry. pp. 621- 632. London: Sage Publications.
Wamba, N. (2020). Elèves, troubles d’apprentissage et l’éducation inclusive en Haiti. In Rochambeau Lainy (Ed.), Le Handicap a l’école Haitienne. Resultats préliminaires d’une recherche –action dans le Grand Sud de l’Haiti à la suite de l’ouragan Matthew pp. Quebec: Editions Science et Bien Commun.
Mgomezulu, Y.V., & Wamba, N. (2019). The extent of decentralization in education: Evidence from selected secondary schools in the Northern education in Malawi. In Victor Chikoko (Ed.), Africa handbook for school leadership pp. 31-52. New York: Nova Science Publishers.
Wamba, N. (2017). Inside the outside: Reflections on a researcher’s positionality/multiple “I”s. In Rowell, L., Bruce, C., Shosh, J.M., and Riel, M. (Eds), The Palgrave International handbook of Action Research. Pp. 613-626. New York: Palgrave MacMillan
Genao, S., & Wamba. N. (2016). Teacher candidates’ perceptions on female and male leadership. Racially and Ethnically Diverse Women Leading Education: A worldview.
Wamba, N. (2014). Participatory action research for school improvement: The Kwithu Project. Handbook of Case Studies, Sage Publications (forthcoming).
Wamba, N. (2012). Introduction. In Nathalis Wamba (Ed.), Poverty and literacy. pp. 1-6. London: Routledge.
Wamba, N. (2010). School administrators’ perceptions of learning disabilities: A critical examination of the literature. In Wamba, N., & Citro, T. (Eds.), Learning differences: Research, practice and advocacy. Weston, MA: Learning Disabilities Worldwide.
Wamba, N., & Citro, T. (2010). Introduction. In Wamba, N., & Citro, T. (Eds.), Learning differences: Research, practice and advocacy. Weston, MA: Learning Disabilities Worldwide.
Ascher, C., & Wamba, N. (2005). An examination of charter school equity. In Janelle Scott (Ed.), The context of school choice. What the evidence says. pp. 77-92. New York: Teachers College Press.
Wamba, N. (2005). Preface. In Emma Sa-Eva Katusevanako, 1905-2005: Un siecle de vie. Du jugement de Simon Kimbangu a la guerre de 1998. pp. 3-11. Kinshasa: Thysville Editions.
Wamba, N. (2004). The power of photography. In Ed. Murphy, UnseenAmerica. New York State. Albany, New York: Work Development Institute.
Wamba, N. (2003). Les concertations éducation et travail: le paradoxe des politiques éducatives Américaines. In Marcelle Hardy (Ed.), Les concertations écoles et travail: Emergence des collaborations, pp. 33-52. Presses Universitaires du
Quebec.
Book Reviews
Wamba, N. (2011, February). Review of the book: Language and education in Africa: A comparative and transdisciplinary analysis. Education Review http://edrev.asu.edu/reviews/re470.htm
Wamba, N. (2008, August 19). Review of the book. Studying urban youth culture. Education Review. http://edrev.asu.edu/reviews/re470.htm
Wamba, N. (2008). Review of the book. Democratic dilemmas, joint work, education politics, and community. Education Administration Quarterly, 44 (3), 436-442.
Wamba, N. (2007). Review of the book. Classroom Calypso. Unleashing grassroots knowledge. http://www.pan-jumbie.com
Wamba, N. (2007). Review of the book. Classroom Calypso. Everybody, 26 (5), 24-26.
Wamba, N. (2006). Review of the book. Culturally contested pedagogy: battles of literacy and schooling between mainstream teachers and Asian immigrants parents. Reading and Writing Quarterly, 22, 299-304.
Wamba, N. (2006, March 2). Review of the book. The shame of the Nation. Education Review http://edrev.asu.edu/reviews/re470.htm
Wamba, N. (1999, Spring). Review of the book. Systemic violence in education. Teachers College Record. 100 (3).
Wamba, N. (1999). Review of the book. Ghetto Schooling. Journal of Curriculum Studies, 31 (5).
Mes prix et distinctions
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2021-present Fulbright Scholar Evaluator 2020 OER Fellowship, Queens College, CUNY 2015 Flex Fulbright Scholar – Mzuzu University, Malawi 2014 Fulbright Specialist, University College Cork, Ireland 2013 Approved Candidate for Senior Fulbright Specialist, William Fulbright Foreign Scholarship Board, the Bureau of Education and Cultural Affairs of the Department of State, and the Council for International Exchange of Scholars. 2012 Invited to join the Committee for Research, Education and Training and Evaluation University Cork College (CREATE), Ireland. 2012 Fulbright Scholar at Mzuzu University in Malawi. 2003- present Elected Board Member of the Roothbert Fund Inc. 2001 New York University Delta Pi Epsilon Recognition Award. 2001 Teacher Appreciation Award, Brooklyn College. 1999 Selected and elected as First Judge by the Delta Pi Epsilon Dissertation Award Program Committee, New York University. 1996-2000 Sponsor of the Delta Pi Epsilon Alpha Chapter, New York University. 1991 Paul Lomax Doctoral Award for Scholarship and Leadership. New York University 1991. Samuel Eshborn Service Award, New York University. 1987-1991 Roothbert Fellow 1987 Recognition Award by “La Orden de Las Escuelas Pias por su servicio al Evangelio entre los jovenes y Ninos”
Mes affiliations
- American Educational Research Association (AERA) American Anthropological Association (AAA) Action Research Network of America (ARNA) Metropolitan Council of Education Administration Professors (MCEAP)