Research

Collaborative Research 

I contributed to interdisciplinary academic work at the intersection of education, international development, and epistemic justice - the idea that whose knowledge counts, and whose gets overlooked, matters deeply in how we design education and development practice. The projects below reflect collaborative efforts to rethink how knowledge is produced, shared, and valued in development studies and higher education contexts.

Lopes Cardozo, T. A., Tankurt, I., Diem, C., Groen, J., Hordijk, M., Kuppens, L., Leynseele, Y. V., Miedema, E., & Wessels, K. Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice. Progress in Development Studies. https://doi.org/10.1177/14649934261417756

• 2nd co-author to research examining how pedagogical frameworks in international development studies can be redesigned to address epistemic justice.

Lopes Cardozo, M. T., Kotigala, T., Kovinthan Levi, T., Nyein, A. A., Ku Paul, N. T., Petersen, S. P., & Merdanovic, M. (2025). Regenerative Education Design: A Co-Creative Exploration of Online Academic Learning. Trends in Higher Education, 4(4), 62. https://doi.org/10.3390/higheredu4040062

• Acknowledged contributor, as I supported editorial work on this paper while working as a Research Assistant for the course Education & Inclusive Development.

Themes & Interests: 

• Who gets to produce knowledge, and whose voices shape education 

• How learning can be designed to be more inclusive and participatory 

• The role of education in international development and social change