Contact Information
Email: james.oloo@uwindsor.ca
Phone: (519)-253-3000 ext. 3824
Office: Room 3342A, Leonard & Dorothy Neal Education Building
Profile
Assistant Professor, Ph.D. University of Regina
James Oloo is an assistant professor in Educational Administration, Policy and Leadership. His research explores ways of improving learning experiences for all students. Dr. Oloo’s research also seeks to better understand factors and conditions that enhance success among underrepresented students, including Indigenous students, and those from immigrant and refugee backgrounds. He is a former high school teacher.
Research Interests
- School leadership
- Bilingual and ESL Education
- Narrative inquiry
- Post-colonial studies
- Critical pedagogy
- Ethnic/cultural studies
- Refugee education
Courses Taught
- EDUC 5202: Foundations of Practice - Classroom Practice
- EDUC 5210: Foundations of Practice - Law and Ethics, School Governance
- EDUC 5499: Practicum Advising
- EDUC 8005: Theories of Educational Administration and Leadership
- EDUC 8290: Introduction to Educational Policy Analysis
Recent Awards
Exceptional Professor for Outstanding Leadership and Mentorship Inside and Outside the Classroom, 2022-2023, Faculty of Education, University of Windsor.
University of Windsor Education Society Professor of the Year (Junior/Intermediate), 2021-2022.
University of Windsor Education Society Professor of the Year (Junior/Intermediate), 2020-2021.
Order of Gabriel Dumont Bronze Medal in recognition of service to the Métis people of Saskatchewan, Gabriel Dumont Institute, 2020.
Research Grants
Oloo, J. A. (Principal Investigator) & Corrêa, P. D. (Co-Investigator). Gendered and racialized learning experiences of Black students - Narratives of resistance and persistence. Social Sciences and Humanities Research Council (SSHRC) Connection Grant, 2023-2025 ($17,936).
Oloo, J. A. (Principal Investigator) with Bachelor of Education students: Ayah Abdo; Armaghan Ahmadian; Safa Ahmed; Ghallia Hashem; Alexandra Lai; Alyssa Miskov-Wilhelm; and Amena Shamisa. Intergenerational perspectives of immigrant parents and children towards educational aspirations and outcomes in Southern Ontario. UWindsor Undergraduate Research Experience (URE) Grant, 2022-2024 ($2,000).
Oloo, J. A. (Principal Investigator) & Corrêa, P. D. (Co-Investigator). (2021-2022). Racialized mathematics learning experiences of Black undergraduate students in Ontario. University of Windsor, Project Number 820414 ($8,000).
Oloo, J. A. (Principal Investigator). University of Windsor Start-up Research Grant, 2020-2025 ($10,000).
Publications
Bakali, N., Oloo, J., & Major, R. (2024). The emergence of new voices. Journal of Critical Race, Indigeneity, and Decolonization. 1(1), 1-5.
Oloo, J. A. (2024). Indigenous teacher education in the Métis homeland: Narratives of love, culture, and resistance. In King, A. L., O’Reilly, K., & Lewis, P. J. (Eds.), Unsettling education: Decolonizing and Indigenizing the land (pp. 321-338). Toronto: Canadian Scholars.
Oloo, J. A., & Corrêa, P. D. (2024). A narrative inquiry into experiences of Black women in undergraduate STEM disciplines in Ontario. In Watson, V. W. M., Knight-Manuel, M. G., & Smith, P. (Eds.), Educating African immigrant youth: Schooling and civic engagement in K–12 schools (pp. 68-84). New York: Teachers College Press.
Oloo, J. A., & Kempel, D. (2024). A feminist postcolonial examination of experiences of Black and Indigenous female principals in Canada. In MacKinnon, K. H. (Ed.), Transformative change through educational leadership: Stories, models, and wonderings (pp. 33-54). Toronto: Canadian Scholars.
Oloo, J. A., & Nyongesa, C. M. (2024). Strategies and interventions employed by teachers in supporting students with mathematics learning difficulties in Kenya. Research in Mathematics Education, 1–20. https://doi.org/10.1080/14794802.2024.2339811
Corrêa, P. D., & Oloo, J. A. (2023). Racialized Mathematics Learning Experiences of Black Undergraduate Students. International Educational Review, 1(1), 41-55.
Oloo, J. A. (2022). Understanding and enhancing academic experiences of culturally and linguistically-diverse international students in Canada. In C. Smith & G. Zhou (Eds.), Handbook of research on teaching strategies for culturally and linguistically diverse international students (pp. 61-74). Hershey, PA: IGI Global.
Oloo, J. A., & Relland, M. (2021). “I think of my classroom as a place of healing”: Experiences of Indigenous students in a community-based Master of Education program in Saskatchewan. Canadian Journal of Educational Administration and Policy, (197), 94–107. https://doi.org/10.7202/1083335ar
Kiramba, L. K., & Oloo, J. A. (2020). Identity negotiation in multilingual contexts: A narrative inquiry into experiences of an African immigrant high school student. Teachers College Record, 122(13), 1-24. https://www.tcrecord.org/Content.asp?ContentId=23389
Kiramba, L. K., & Oloo, J. A. (2019). “It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students. Urban Education https://doi.org/10.1177/0042085919873696
Oloo, J. A. & Kiramba, L. K. (2019). A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation. Race Ethnicity and Education https://doi.org/10.1080/13613324.2019.1604507
Conference Presentations
Oloo, J. A., & Brissett-Foster, S. (2023). Pre-service teacher education in times of Covid-19: A collaborative autobiographical narrative inquiry. Comparative and International Education Society (CIES), Washington, DC., February 14-22, 2023.
Oloo, J. A., & Corrêa, P. D. (2023). Racialized experiences of Black students in STEM majors: Narratives of resistance and persistence. American Educational Research Association (AERA). Chicago, IL., April 13-16, 2023.
Education
Doctor of Philosophy (Education), University of Regina
Master of Public Policy, Simon Fraser University
Master of Education, University of Lethbridge
Bachelor of Education, Maseno University College, Kenya