Esther Oganda

Esther Oganda is a faculty member in the Department of Learning and Teaching at the School of Education, Rutgers University, New Brunswick, United States. Her scholarly work is deeply rooted in critical social theory and transformative education, with a focus on dismantling systemic oppression in pedagogical practices.

Her research interests include Critical Race Theory, Black Feminist Theory, decolonial education, gender and sexuality studies, and anti-racist teacher education. She critically examines how whiteness operates within educational landscapes and advocates for pedagogies that center marginalized epistemologies.

The trends in her recent publications highlight a strong commitment to qualitative inquiry and socially engaged scholarship. Her work explores the intersections of race, gender, and power in education, particularly through the lens of Black feminist thought and decolonial praxis. She emphasizes writing not only as a method of analysis but also as an intimate and political act of resistance.

Esther Oganda has contributed to important scholarly conversations through her publications in journals such as Teaching and Teacher Education and Qualitative Inquiry. While no scientific awards are listed in the provided text, her editorial contributions and conceptual interventions signal recognition within her academic community.

She is actively involved in mentoring and research supervision, though specific names of advisees are not listed. There is no mention of funded grants in the provided information. Her work contributes significantly to ongoing efforts to transform teacher education through critical and justice-oriented frameworks.

Esther Oganda is part of a broader interdisciplinary network engaged in reimagining curriculum and pedagogy beyond hegemonic Western paradigms. Her scholarship aligns with movements seeking to center Black and Global South knowledge systems in educational theory and practice.