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Publications:

• Pesambili, J.C., Sayed, Y. and Stambach, A. (2022) ‘The World Bank’s construction of teachers and their work: A critical analysis’, International Journal of Educational Development, 92, p. 102609. doi:10.1016/j.ijedudev.2022.102609.
• Sayed, Y., Singh, M., Henry, M., Williams, D., Metcalfe, M., Bulgrin, E., Pesambili, J & Mindano, G. (2021) ‘Teacher support, preparedness and resilience during times of crises and uncertainty: COVID-19 and education in the Global South’, Journal of Education.
• Pesambili, J.C. (2021) ‘Glocalised research design: exploring the encounter between Indigenous and Western methodologies among the Maasai Pastoralists in Monduli, Tanzania’, AlterNative: An International Journal of Indigenous Peoples, 17(3), pp. 406–415. doi:10.1177/11771801211037900.
• Pesambili, J. C. & Novelli, M. (2021) ‘Maasai students’ encounter with formal education: Their experiences with and perceptions of schooling processes in Monduli, Tanzania’, International Journal of Educational Research Open, 2–2, pp. 1–9. doi: 10.1016/j.ijedro.2021.100044.
• Pesambili, J. C. (2020) ‘Exploring the responses to and perspectives on formal education among the Maasai pastoralists in Monduli, Tanzania’, International Journal of Educational Development, 78, pp. 1-9. doi: 10.1016/j.ijedudev.2020.102267.
• Pesambili, J. C. (2020) ‘An exploration into the encounter between Indigenous and Western education at Noonkodin School in Eluwai, Monduli, Tanzania’, Compare: A Journal of Comparative and International Education, 52(1), pp. 56–74. doi: 10.1080/03057925.2020.1733390.
• Pesambili, J. C. & Mkumbo, K. A. K. (2018) ‘Implications of female genital mutilation on girls’ education and psychological wellbeing in Tarime, Tanzania’, Journal of Youth Studies, 21(8): pp. 1111–1126. doi: 10.1080/13676261.2018.1450969.

Pesambili, J. C. (2013) ‘Consequences of female genital mutilation on girls’ schooling in Tarime, Tanzania: Voices of the uncircumcised girls on the experiences, problems and coping strategies’, Journal of Education and Practice, 4(16): pp. 109-119. Accessible online at: http://www.iiste.org/Journals/index.php/JEP/article/view/7368