STEM research is unfortunately complicit in causing or worsening human suffering. Over the past few years, I’ve been reflecting on the ways in which Eurocentric frameworks for doing science and for creating knowledge can function to both cause and perpetuate societal and epistemic injustices. I have been reflecting on how to carry on my own scholarship in ways that do not perpetuate these harms, through engaging critically with the “how”, “why” and “by whom” questions around doing science. I’m currently part of a interdisciplinary collective critically examining methods of inquiry.

I am privileged to be part of the Intersectional and Comparative Advancement of Racial Equity for Social Justice (ICARE4Justice) community- a group of transnational and transdisciplinary critical scholar-practitioners working together to analyse, assess, design and disseminate a global framework for advancing racial equity in education research, praxis and policy. Here is the White Paper from our first Global Summit in the Netherlands in Summer 2022. I shared some of my own reflections of this summit here. There’s a podcast series from the most recent summit here.

I’m also exploring how I can use any power or influence I have within academia for the greater good. I am mindful of the potential impact my visibility as a Black woman in academia has on young people who face structural barriers to participation in science. I work with school pupils and their families both locally and abroad. I have contributed to the Primary Science Teaching Trust initiative “A Scientist Like Me”