Home > About > Faculty Profiles > Chetanath Gautam, Ed.D.

Chetanath Gautam, Ed.D.

Chetanath Gautam

Associate Professor of Educational Leadership

Campus Address: Education & Humanities Building, Room #248

Email: cgautam [at] desu.edu

Website: chess.desu.edu/departments/education


B.Ed., Mathematics & Science Education, Tribhuvan University, Nepal, 1999

M.Ed., Curriculum & Evaluation, Tribhuvan University, Nepal, 2003

Ed.D., Educational Leadership, Educational Research and Curriculum Leadership (P-20), Stephen F. Austin State University, Texas, 2015

M.Phil., Educational Leadership & Administration, Kathmandu University, Nepal, 2010

Post-Doctoral Research Associate, Department of Secondary Education and Educational Leadership, Stephen F. Austin State University, Texas, 2015 - 2016

Research Interests

My primary focus of research is scholar-practitioner educational leadership. As such, my line of inquiry examines educational theory and practice through perspectives of critical theories in educational leadership in P-20 settings. This includes equity, justice, and culturally relevant education and leadership. My research incorporates processes of theory-practice interaction. To do so, I prefer to use mixed or multi-method research approaches. As a researcher, I find the transformative research paradigm suitable for exploring and addressing P-20 educational issues. I like to look at high-need school contexts. My research fields are mainly the urban and rural United States and developing countries like Nepal.

areas of expertise

  • Artificial Intelligence
  • Survey Design
  • Data Analytics
  • Grant Writing
  • Statistics
  • Proficient in multiple languages

Consultation Expertise

I am an educational research methodologist. My graduate training was in advanced research methods in education, and I regularly teach research courses at the graduate level. My postdoctoral research focused on using multi-method research in educational settings. I am also highly capable of using technologies in research.

Selected Publications

  • Lowery, C. L., Gautam, C., White, R., & Hess, M. E. (Eds.). (2024). Educational leadership and critical theory: What can K12 leaders learn from the critical theorists? (Educational Leadership Series). Bloomsbury. https://www.bloomsbury.com/us/educational-leadership-and-critical-theory…

  • Lowery, C. L. & Gautam, C. (2023). The impact of opioids on schools and students in Ohio. Journal of Research Initiatives, 8(2), art. 6.

  • Gautam, C., & Lowery, C. L. (2017). Teaching moral literacy through critical pedagogical bricolage: A co-constructed auto-ethnography of an educational leadership program. The Qualitative Report, 22(1), 160-178. Available from http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=2557&context=tqr

  • Gautam, C. (2016). Scholar-Practitioner Dynamics: A transformative and dynamic model of Educational Leadership. Scholar-Practitioner Quarterly, 10(3-4), 150-173.

  • Gautam, C., Lowery, C.L., Mays, C. D., & Durant, D. (2016). Challenges for global learners at a small-town university: A qualitative study of the concerns and difficulties of international students. Journal of International Students, 6(2), 500-525.

  • Gautam, C., & Lowery, C. L. (in press). Education in the remote village schools in Nepal: Encouraging innovation, critical thinking, and problem-solving. In J. D. Johnson & H. Harmon (Eds.), International Handbook of rural and remote education. Edward Elgar.

  • Gautam, C. (2023). Educational Leadership through the Lens of Critical Theory. In C. L. Lowery, C. Gautam, R. White, & M. E. Hess (Eds.), Educational leadership and critical theory. Bloomsbury.

  • Gautam, C., White, R., & Hess, M. E. (2023). Critical Educational Leadership for Understanding School and Society through the Theoretical and Reflective Lenses. In C. L. Lowery, C. Gautam, R. White, & M. E. Hess (Eds.), Educational leadership and critical theory. Bloomsbury.

  • Lowery, C. L., & Gautam, C. (2023). Collaborative autoethnography as bricolage: An authentic approach to constructing the eastern-western bridge in educational research. In E. A. Samier & E. S. El-Kaleh (Eds.), Culturally sensitive research methods for educational administration and leadership: International perspectives on theory and practice (pp. 137-150). Routledge. doi: 10.4324/9781003130666-9

  • Gautam, C. Rosario, A., & Alford, B. J. (2021). Sustained Community Engagement and Student Learning in High Need Schools: Roles of Trust, Purpose, and Actions. In B. Barnett, and P. Woods (Eds.), Educational Leadership for Social Justice and Improving High Need Schools: Findings of Ten Years of International Collaboration. Information Age Publishing.


  • Spencer Foundation, 10053555 - PI, (Research, Advocacy, and Initiatives for Student Equity (RAISE)): A Multi-Method Approach for Transformative Equity in Delaware), Under Review.

  • Spencer Foundation, 10053534 - Co-PI, (Reimagining Education Systems in Nepal through Equitable Transformation), Under Review.