Aliya Khalid
EE&EJ Co-Convener
Khansa Maria
EE&EJ Co-Convener
Intersectional identity
We explore how gender, disability, ethnicity, religion, and sexuality shape people’s experiences of education and equity. This theme centres the voices of people dealing with intersectional disadvantage and asks how education systems can recognise and respond to lived experience.
- How do intersecting identities shape access, participation, belonging, and achievement in education?
- Whose voices are heard in classrooms, institutions, and policy spaces, and whose are ignored?
- How do education systems reproduce or challenge intersectional disadvantage?
- What does equity look like when difference is taken seriously rather than treated as an exception?
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Technology and equity
We examine what it means to use technology for educational purposes today, and how technology can either widen or reduce inequality. We are interested in the risks of harm and abuse, including surveillance, exclusion, and unfair decision-making, as well as the mechanisms that can protect the most vulnerable. We also explore how technology in education can be used to level the playing field
- What does it mean to use technology for educative purposes in today’s world?
- Who benefits from education technology, and who is left out, tracked, or harmed?
- What are the risks of abuse, including surveillance, bias, and data extraction?
- What safeguards, governance, and accountability mechanisms are needed to ensure equity for vulnerable learners?
- How can technology be designed and used to widen access and support justice-oriented education?
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Save the Children believes every child deserves a future. In the U.S. and around the world, we give children a healthy start in life the Chief may also be involved in fire prevention.
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On top of our attention to Politician and service is a commitment to excellence all qualities admire.
200 years of city history
In 1985, WinShape Camps launched life-changing summers with our very overnight camp.
Famous for lovly city spots
That early experience set the stage for how we do camps today creating fun and faithful places.
Meet the team
The team that has the real super powers as administration to lead the network.
Environmental justice
We ask how the impacts of the climate crisis are distributed, who carries the greatest costs, and what globally responsible responses might look like. This theme also explores what epistemic justice looks like in times of environmental crisis, including whose knowledge counts in climate education and policy.
- What are the injustices in how the climate crisis is distributed across communities and regions?
- Who pays the ultimate cost, and how is responsibility understood and acted upon globally?
- What educational responses are needed for climate adaptation, resilience, and justice?
- What does epistemic justice look like in environmental crisis, and whose knowledge is valued or ignored?
- How can education support globally responsible and locally grounded environmental futures?
Crisis and displacement
Crisis is upon education. This theme brings together practitioners, academics, researchers, and enthusiasts to explore how crisis reshapes education and epistemic justice. We are interested in how people can thrive through education, and how education can thrive through people. We explore disruption in today’s world of political violence and epistemic erasure, and we ask what pedagogies of peace look like when they respect the voices and struggles of those who are silenced.
- How do crisis and displacement reshape learning, teaching, and educational governance?
- How do we conceptualise disruption in today’s world of political violence and epistemic erasure?
- What are the everyday impacts of crisis on learners, educators, and communities?
- How can education support thriving, dignity, and belonging in contexts of displacement?
- What do pedagogies of peace look like when they respect the voices and struggles of those who are silenced?
- How do we value individuals’ knowledge and perspectives in crisis contexts, including those often treated as unreliable or invisible?