Tsitsi is a Senior Lecturer in disability and inclusive education in the Department of Educational Foundations, University of Zimbabwe. Her research interests allow her to understand how disability intersects with rights, policy, education, gender, religion, childhood studies, poverty, development and postcolonial theory. She is a proponent of inclusive development, universal design and universal design learning. She is involved in several high-level national and regional (Africa) inclusive education dialogues with implications for policy and practice. She has authored several journal articles, research reports, book chapters and policy briefs from an African perspective. Tsitsi has evaluated several inclusive education initiatives, with the view of establishing their impact in the provision of quality and equitable education. She recently completed a World Bank commissioned scoping study on the situational analysis of albinism in Zimbabwe.
Chataika, T. (2018) (Ed). The Routledge Handbook of Disability in Southern Africa. London: Routledge. HB-ISBN: 978-1-138-24233-3; E-ISBN: 178-1-315-27865-0.
Machingura, F. & Chataika, T. (2018) (Eds). The Intersection of Ubuntu, Education and Ethics in Zimbabwe. Harare: University of Zimbabwe Publications.
Howell, C., Mckenzie, J. & Chataika, T. (2018). Building the Capacity of Teachers for Inclusive Education in South Africa and Zimbabwe. In Sayed, Y., Howell, C. & Badroodien, A. Continuous Professional Teacher Development in Sub-Saharan Africa: Improving Teaching and Learning, London: Bloomsbury Academic.
Chataika, T. (2017). Disabled Women, Urbanization and Sustainable Development in Africa. In A. Lacey (Ed). Women, Urbanization and Sustainability: Practices of Survival, Adaptation and Resistance. London: Palgrave McMillan, pp.177-196.
Chataika, T. (2016). African Perspectives on Article 24 of the CRPD. In C. O’Mahony and Quinn G. (Eds). Disability Law and Policy: An Analysis of the UN Convention. London: Clarus Press. ISBN: 978-1-905536-XX-X.
Chataika, T., Berghs, M., Mateta, A. and Shava, K. (2015). From Whose Perspective Anyway? – The Quest for African Disability Rights Activism. In A. de Waal (Ed), Advocacy in Conflict: Critical Perspectives on Transnational Activism. London: Zed Books, pp187-211. ISBN: 9781783602728.
Chataika, T. and Mckenzie, A. J. (2016). Global institutions and their engagement with disability mainstreaming in the South: Development and (dis)connections. In S. Grech & K. Soldatic (Eds). Disability in the Global South: The Critical Handbook. Switzerland: Springer International Publishing, 423-436.
Chataika, T. McKenzie, J. A. (2013). Considerations for an African Childhood Disability Studies. In T. Curran and K. Runswick-Cole (eds), Disabled Children’s Childhood Studies: Contemporary thinking and inquiry for creative policy and practice, London: Palgrave, pp.152-163. ISBN 978-1-137-00821-3.
Chataika, T., Mehrotra, N., Karen Soldatic, K. and Katerˇina Kola´rˇova, K. (2016). ‘What Kind of Development Are We Talking About?’ A Virtual Roundtable with Tsitsi Chataika, Nilika Mehrotra, Karen Soldatic and Katerˇina Kola´rˇova´ Edited by Katerˇina Kola´rˇova, Somatechnics, 6.2: 142–158. DOI: 10.3366/soma.2016.0188.
Mutswanga, P. & Chataika, T. (2016). An Analysis of Personal Experiences of Deaf People on Higher Education in Zimbabwe. Zimbabwe Journal of Educational Research, Harare: HRRC (University of Zimbabwe).
Cleophas, M. Swart, E. Chataika, T. and Bell, D. (2014). Increasing Access into Higher Education: Insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission. African Journal of Disability, 3, 2, DOI: 10.4102/ajod.v3i2.78
Chataika, T. Mckenzie, J, A., Swart, E. & Lyner-Cleophas, M. (2012). Access to Education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities. Disability & Society, 27:3, 385-398. DOI:10.1080/09687599.2012.654989.
Mutepfa, M. M., Mpofu, E & Chataika, T. (2007). Inclusive Education Practices in Zimbabwe: Curriculum, Family and Policy Issues. Childhood Education (Special Issue: International Focus Issue), 83, 6, 342-346. DOI:10.1080/00094056.2007.10522947.