These projects engage explicitly with educational marginalisation, that process of pushing a particular group or groups of people to the edge of the dominant regimes of power in local, regional, and international educational regimes, whether as an exclusion from resources and decision-making, or through prevailing discourse and policy. We understand that technology can accelerate this marginalisation. As such, a particular focus of this work is on refugee inclusion in education and the role that technology might play there.
Practitioner Networks and Digital Inclusion for Higher Education in Sub-Saharan Africa (2023-2029)
Responsible Generative AI for Accelerated Competency-Based Teacher Training in Fragile Contexts (RGAI-FCT) (2024-2026)
Connected Policy, Practice, and Accreditation: Connected refugee education in Ugandan higher education (2023-2025)
Digital Education for change makers in Sub-Saharan Africa (2022-2025) (also with Research Cluster member JB Falisse).
