Building just futures with girls, teachers, and communities

For those interested in delving deeper into the scholars’ individual research, CUE encourages registration for virtual workshops on December 3rd and 4th. Details below:

This interactive workshop explores strategies for enhancing teacher capacity to deliver gender-responsive and inclusive pedagogies, aligning with national priorities in Zimbabwe, such as Vision 2030 and global goals like SDGs 4 and 5. Drawing on mixed-methods research, including teacher surveys, focus groups, and policy analysis, the session examines teacher understandings, training experiences, and classroom practices, while highlighting structural, relational, and mindset-related barriers and enablers to policy implementation. Policymakers, education leaders, and practitioners will engage with evidence, discuss implications for policy and practice, and co-create strategies to foster inclusive, equitable learning environments that empower all learners.

Register to join the workshop.

As Zambia struggles to reach goals of gender parity in leadership positions, this workshop calls for a bold shift in how leadership frameworks are defined and supported. Current models risk leaving many girls behind, especially those in rural communities, with ripple effects on families, communities, and the nation. Centering the lived experiences of rural Zambian girls, who face intersecting barriers of poverty, early marriage, and restrictive gender norms, this workshop introduces an alternative leadership model grounded in Afro-feminist and Ubuntu principles. This approach positions girls as agents of change, driving equitable, sustainable transformation aligned with national priorities and global goals.

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In the past 30 years, Uganda’s education system has made notable strides to expand education access. Yet, many children, especially adolescent girls in post-conflict Northern Uganda, remain excluded from relevant and equitable learning. For girls, barriers like poverty, child marriage, and teenage pregnancy are compounded by weak school re-entry policies for young mothers, and fewer than 40% achieve basic literacy and numeracy. Using a justice-oriented lens, this workshop explores how engaging girls in the identification of their aspirations and needs can illuminate girl-centered approaches to addressing structural barriers, promote girls’ agency, and drive transformative change for and with girls, especially in post-conflict Northern Uganda.

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Argentina’s Intercultural Bilingual Education (IBE) policy is an important step forward in recognizing children’s rights to relevant, culturally grounded education. Yet access constraints, weak systemic coordination, and limited Indigenous participation in its design hinder its impact. Drawing on storytelling interviews with Indigenous women teachers, the research highlights structural barriers, shifting linguistic landscapes, and teacher preparation experiences in their educational trajectories. It underscores Indigenous women educators as pivotal actors in cultural transmission and educational transformation, offering recommendations to support and amplify their work and to advance a more just, multilingual, and intercultural education system that benefits all society.

Register to join the workshop.

This workshop will feature both English and Spanish options. During the zoom call, you can choose your preferred language room using the globe icon. 

Para interpretación en español, únase al reunión de Zoom y haga clic en el ícono del globo para elegir su idioma.