Dr Jite Eferakorho

Teaching Fellow in Language Education

Biography

Background

Jite is a Teaching Fellow in Language Education, Moray House School of Education and Sports-University of Edinburgh. His research has explored critical multicultural literacy, teacher education policy, multicultural reform efforts in the preparation of teachers, multicultural education and citizenship, and educational leaders within the social and global context of education. His research has been presented at national and international conferences and published in the Journal of School Leadership; Sage Encyclopaedia for Educational Leadership and Administration; International Journal of Diversity in Organisations, Communities and Nations; and several technical reports. He has (co)authored chapters in the several books and reports, including: International Perspectives on Positive Action Measures: a Comparative Analysis in the European Union, Canada, the United States and South Africa; Making a Difference in Teacher Education through Self-Study: Studies of Personal, Professional and Program Renewal; and No Child Left Behind and other Federal Programs for Urban School Districts.

 

 

 

Qualifications

University of Oxford, Certificate in Forced Migration

University of Missouri-Columbia: PhD Educational Policy Studies

School of Oriental and African Studies (SOAS), University of London: MA Linguistics

University of Benin: BA Linguistics

 

 

Postgraduate teaching

I have served in several roles, in the Institute for Language Education (ILE) ranging from Course Organiser to Dissertation supervisor in MSc TESOL and Languages Education; I have taught and/or currently teaching the following courses: (a) Conceptualising Research: Foundations, assumptions and praxis, (b) Critical Literacies and Pedagogies in L1 and L2 context and (c) Global Englishes for Language Teaching. Other course taught include: Language and the Learner; Second Language Teaching Curriculum, Text Discourse Language Teaching, Investigation Individual Learner Differences, TESOL Methodology, etc.

Open to PhD supervision enquiries?

Yes

Areas of interest for supervision

Currently available for PhD supervision:

Research interests:

Critical literacies and pedagogies

Critical multiculturalism

De-colonising language and literacy practices

Politics and ideologies in English Language Teaching (ELT)

Critical Discourse Analysis of dominant discourses in ELT Curricula

Research summary

Eferakorho, J. (2026 forthcoming). Currently working on manuscript for Palgrave Macmillan.

Archibong, U., A., Scally, Eferakorho, J., Darr, A, Atkin, K., Baxter, C., Johnson, M., Bell,M.,Waddington, L., Wladasch, K., Bedard, T., Adejumo, O., Sharps, P., and Bradshaw,P. (2010). Positive Action Measures across Different Equality Grounds, Organisations and Sectors in European and Non-European Countries. International Journal of Diversity in Organisations, Communities and Nations, Volume 10, Issue 3, pp.175-190 

Archibong, U., Eferakorho, J., Darr, A., Scally, A, Atkin, K., Baxter, C., Johnson, M., Bell, M.,Waddington, L., Wladasch, K., Bedard, T., Adejumo, O., Sharps, P., and Bradshaw,P. (2009). Perceptions of the Impact of Positive Action in EU and non-EU Countries. In The International Journal of Diversity in Organisations, Communities and Nations. Vol. 9 (5). Pp.111-124. 

Archibong, U., Darr, A., Eferakorho, J., Scally, A, Atkin, K., Baxter, C., Johnson, M., Bell, M.,Waddington, L., Wladasch, K., Bedard, T., Adejumo, O., Sharps, P., and Bradshaw,P. (2009). Methodological Challenges of Researching Positive Action Measures. In The International Journal of Diversity in Organisations, Communities and Nations. Vol. 9 (5). Pp.99-110. DOI: 10.18848/1447-9532/CGP/v09i05/39768

Eferakorho, J. (2008). Multicultural education and citizenship. Citizenship & Teacher Education Journal (CitiZED) Briefing Paper. Published on: http://www.citized.info/?strand=4&r_menu=brief

Brooks, J., Scribner, J., & Eferakorho, J., (2004). Teacher Leadership in the Context of Whole School Reform. May 2004. Journal of School Leadership, 14(3), 242-265.

 

Book Chapters

Eferakorho, J. (2006). Public education in an era of neo-liberal globalization: The broken promise of No Child Left Behind. In Brown, F. & Hunter, R. (Eds.). No child left behind and other federal programs for urban school districts. Volume (9). Advances in Educational Administration Series.

Placier, P., Cockrell, K. S., Burgoyne, S., Welch, S. & Eferakorho, J. (2005). Theater of the oppressed as an instructional technique. In Kosnik, C., Beck, C., Freese, A. R., & Samaras, A. P. (Eds.). Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Dordrecht, The Netherlands: Kluwer Academic Publishers. Retrieved from: https://link-springer-com.ezproxy.is.ed.ac.uk/chapter/10.1007/1-4020-3528-4_9

Encyclopedia Entry

Young, M. D., Eferakorho, J., Sanusi, J. (2006). Evaluation and rewarding of university faculty. In English, Fenwick (Ed.). Encyclopedia of education leadership and administration. Sage Publication. DOI: DOI: http://dx.doi.org.ezproxy.is.ed.ac.uk/10.4135/9781412939584.n223

Technical Reports

Archibong, U., Eferakorho, J., Atkin, K.,Baxter, C., Darr, A., Johnson, M., Bell, M.,Waddington, L., Scally, A., Bedard, T., Peric, T., Russinova, S., Wladasch, K., Bradshaw, P., Adejumo, O., and Sharps, P. (2009). International perspectives on positive action measures; A comparative analysis in the European Union, Canada, the United States and South Africa (February, 2009). European Commission, Directorate-General for Employment, Social Affairs and Equal Opportunities. EC Publications Office, Luxembourg. Available at: https://op.europa.eu/en/publication-detail/-/publication/45515983-3e3e-4a24-bcbc-477f04f0ba04

Invited Publications

Eferakorho, J. (2005). Barbara L. Jackson scholars program, 2005-6. University Council for Educational Administration (UCEA) Review. Spring 2005. Vol. XLV (2), 21.

Manuscripts Under Review

Placier, P., Eferakorho, J. & Cockrell, K. S. Multicultural versus “Diversity” in Teacher Education Policy and Practice: What Difference Does a Label Make? Submitted to Review of Educational Research Journal. Status (Revise and Resubmit).

Current research interests

Research interests: Critical literacies and pedagogies Critical multiculturalism De-colonising language and literacy practices Politics and ideologies in English Language Teaching (ELT) Critical Discourse Analysis of dominant discourses in ELT Curricula

Conference details

Selected Scholarly Conference Presentations

2023 Eferakorho, J. (Summer 2023). Series of ERASMUS Seminars at the University of Malawi, Zomba Campus, Malawi.

2022 Eferakorho, J. (Summer 2022). Seminar keynote at the Hub for Multilingual Education and Literacies (HUMEL) at the University of Witswatersrand, South Africa.

2022 Eferakorho, J. (Summer 2022). Series of ERASMUS Seminars at the University of Witswatersrand, South Africa.

2021 Eferakorho, J. (2021). Critical multicultural literacy as a frame for sociolinguistic discourse. Paper accepted for presentation at the  International Association of Applied Linguistics (AILA) World Congress for Applied Linguistics in Groningen, The Netherlands.

2020 Eferakorho, J. (Summer 2020). Series of ERASMUS Seminars at the University of Connecticut, USA (Postponed due to Covid-19)

2019 Eferakorho, J. (Summer 2019). Series of ERASMUS seminars at the University of Duzce,Turkey.

2009 Eferakorho, J. (2009). Internal Displacement in the Niger Delta: Causes and Consequences. Paper Presented at the International Summer School in Forced Migration, Refugee Studies Centre. Oxford Department of International Development, University of Oxford.

2008 Archibong, U., Asharaf, F. & Eferakorho, J. (2008). The Application of Positive Action in Public, Private and Third Sector: A Knowledge Review. Paper presented at the 2nd Biennial International Women’s Studies Conference in Izmir, Turkey.

2008 Eferakorho, J. (2008). Public Education in an Era of Neo Liberal Globalisation. Paper Presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.

2006 Eferakorho, J. & Young, M. D. (2006). The Work of Educational Leadership Faculty in Research Universities: Expectations at Variance. Paper Presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

2006 Eferakorho, J. & Covington-Smith, S. (2006). Examining the Role of External Stakeholders in Multicultural Teacher Education Reform. Paper Presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

2005 Eferakorho, J., Young, M. D., & Sanusi, J. (2005). “Exploring the Nature of Faculty Expectations and Evaluations from Multiple Perspectives”. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Montreal, Canada.

2004 Sanusi, J., Eferakorho, J. & Young, M. D. (2004). “Exploring the Relationship between Educational Leadership Faculty Work and Institutional Reward Systems: The Dean’s Perspective”. Paper presented at the Annual Meeting of the University Council for Educational Administration (UCEA), Kansas City, MO.

2004 Placier, P., Eferakorho, J., & Cockrell, K. S. (2004). “Multicultural versus “Diversity” in Teacher Education Policy and Practice: What Difference Does a Label Make? Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA

2004 Eferakorho, J. (2004). A Critical Analysis of Multicultural Education Reform Initiatives in a Collegiate Teacher Preparation Program. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

2003 Cockrell, D., Donaldson, J., Cockrell, K., Eferakorho, J., & I-Hua, C. (2003). “The Team Builder Experience: The Impact of a Constructivist Learning Environment on Team member Ability to Create High Performance Teams”. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.

2002 Cockrell, K., Placier, P., Eferakorho, J, Renaud, S., & Burgoyne, S. (2002). “Theater of the Oppressed as an Instructional Practice: Guide to Preservice Teachers’ knowledge and Understanding of Student Diversity in the Classroom”. Paper conversation presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA.

2002 Scribner, J. P., Brooks, J., & Eferakorho, J. (2002). “Teacher Leadership in the Context of Systemic School Reform”. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA.

2001 Eferakorho, J., Brooks, J., & Sayre, C. (2001). “Ready Response Handbook: A Guide to Faculty Involvement in Public Policy”. Paper Presented at the Plenum Session of the University Council for Educational Administrators (UCEA), Cincinnati, Ohio.

2001 Scribner, J., Eferakorho, J., & Brooks, J. (2001). “Secondary School Reform via the Accelerated Schools Model: A Case Study”. A Roundtable Presentation at the Annual Meeting of the University Council for Educational Administrators (UCEA), Cincinnati, Ohio

This article was published on