Nomisha Kurian
Dados Biográficos
| ID | 114192 |
|---|---|
| NOME | Nomisha Kurian |
| PRENOMES | Nomisha |
| SOBRENOME | Kurian |
| ASSINATURA | KURIAN N |
| AFILIAÇÕES | University of Cambridge |
| ORCID | 0000-0002-6862-0543 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 25 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Where are the children? The missing piece of AI ethics
‘No, Alexa, no!’
Rapid advancements in large language models makes child-safe design for their youngest users crucial. This article therefore offers child-centred AI design and policy recommendations to help make large language models (LLMs) utilised in conversational and generative AI systems safer for children. Conceptualising the risk of LLMs as ‘an empathy gap’, this research-based conceptual article focuses on the need to design LLMs that prevent or mitigate…
AI's empathy gap
Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversa…
“I’m Writing Living Epistles Now”
While Anne of Green Gables enjoys a rich body of scholarly analysis, its sequels gain less attention. In particular, the final instalment of the Anne books— Anne of Ingleside, which depicts Anne as a mother of six—remains under-theorised in L.M. Montgomery scholarship. Critics have problematised how this novel represents a disappointing descent into domestic conformity for Anne, lamenting how the artistic, rebellious spirit that defined Anne’s ch…
Deficit‐Oriented Teacher Beliefs and Student Outcomes in Low‐ and Middle‐Income Countries
Students from marginalized backgrounds are more likely to be subject to stereotypical and deficit‐oriented teacher beliefs, which may contribute to low learning outcomes and diminished wellbeing. Most of the research on this topic is conducted in the US and other high‐income countries, however, and evidence from the majority world, which is home of over 85% of all children, remains scattered and disconnected. This study therefore conducts a struc…
Syrian refugees' vision for quality education in a Lebanese public school
This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to …
Should we stop talking about empathy
Given much-discussed innovations in Virtual Reality as the 'ultimate empathy machine', we offer three provocations regarding the use of Virtual Reality to cultivate empathy: is empathy possible?Is empathy enough?Who controls how empathy is produced, and who is left out?As a case study, we examine the VR films that the United Nations High Commissioner for Refugees has produced about the refugee crisis.Using this as an entry point to discuss the im…
Protecting and supporting children and women affected by gender-based violence
Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female su…
My robot friend
Virtue as a response to pandemic and crisis
One response to the coronavirus pandemic has been for educators, public health experts and politicians to emphasise the importance of empathy, compassion, care, or similar human qualities in tackling the crisis. We explore these claims philosophically in regard to education. What moral attributes are relevant to a crisis such as a pandemic? How should they be conceptualised? And, how may they be cultivated? We argue that conceptions of education …
The ‘South’ Speaks Back
This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices an…
Post‐abyssal ethics in education research in settings of conflict and crisis
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that p…
Kindness isn’t important, we need to be scared’
There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher’s response to a student witnes…
Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool
For LGBT students in England, a curious contradiction exists between policy and practice. Within government policy, teachers have been discursively constructed as protectors and defenders of students’ rights. Yet, within everyday schooling, teachers might perpetuate or enable discrimination themselves. In order to explore this tension, this article creates four categories to deconstruct different motivations for, and manifestations of, teacher di…
Southern voices in peace education
Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques cert…
The ‘South’ Speaks Back
This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices an…
Southern voices in peace education
Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques cert…
Syrian refugees' vision for quality education in a Lebanese public school
This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to …
Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool
For LGBT students in England, a curious contradiction exists between policy and practice. Within government policy, teachers have been discursively constructed as protectors and defenders of students’ rights. Yet, within everyday schooling, teachers might perpetuate or enable discrimination themselves. In order to explore this tension, this article creates four categories to deconstruct different motivations for, and manifestations of, teacher di…
Protecting and supporting children and women affected by gender-based violence
Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female su…
Post‐abyssal ethics in education research in settings of conflict and crisis
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that p…
Kindness isn’t important, we need to be scared’
There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher’s response to a student witnes…
Southern voices in peace education
Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques cert…
Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool
For LGBT students in England, a curious contradiction exists between policy and practice. Within government policy, teachers have been discursively constructed as protectors and defenders of students’ rights. Yet, within everyday schooling, teachers might perpetuate or enable discrimination themselves. In order to explore this tension, this article creates four categories to deconstruct different motivations for, and manifestations of, teacher di…
Kindness isn’t important, we need to be scared’
There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher’s response to a student witnes…
The ‘South’ Speaks Back
This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices an…
Post‐abyssal ethics in education research in settings of conflict and crisis
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that p…
Virtue as a response to pandemic and crisis
One response to the coronavirus pandemic has been for educators, public health experts and politicians to emphasise the importance of empathy, compassion, care, or similar human qualities in tackling the crisis. We explore these claims philosophically in regard to education. What moral attributes are relevant to a crisis such as a pandemic? How should they be conceptualised? And, how may they be cultivated? We argue that conceptions of education …
My robot friend
Should we stop talking about empathy
Given much-discussed innovations in Virtual Reality as the 'ultimate empathy machine', we offer three provocations regarding the use of Virtual Reality to cultivate empathy: is empathy possible?Is empathy enough?Who controls how empathy is produced, and who is left out?As a case study, we examine the VR films that the United Nations High Commissioner for Refugees has produced about the refugee crisis.Using this as an entry point to discuss the im…
Protecting and supporting children and women affected by gender-based violence
Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female su…
‘No, Alexa, no!’
Rapid advancements in large language models makes child-safe design for their youngest users crucial. This article therefore offers child-centred AI design and policy recommendations to help make large language models (LLMs) utilised in conversational and generative AI systems safer for children. Conceptualising the risk of LLMs as ‘an empathy gap’, this research-based conceptual article focuses on the need to design LLMs that prevent or mitigate…
AI's empathy gap
Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversa…
“I’m Writing Living Epistles Now”
While Anne of Green Gables enjoys a rich body of scholarly analysis, its sequels gain less attention. In particular, the final instalment of the Anne books— Anne of Ingleside, which depicts Anne as a mother of six—remains under-theorised in L.M. Montgomery scholarship. Critics have problematised how this novel represents a disappointing descent into domestic conformity for Anne, lamenting how the artistic, rebellious spirit that defined Anne’s ch…
Deficit‐Oriented Teacher Beliefs and Student Outcomes in Low‐ and Middle‐Income Countries
Students from marginalized backgrounds are more likely to be subject to stereotypical and deficit‐oriented teacher beliefs, which may contribute to low learning outcomes and diminished wellbeing. Most of the research on this topic is conducted in the US and other high‐income countries, however, and evidence from the majority world, which is home of over 85% of all children, remains scattered and disconnected. This study therefore conducts a struc…
Syrian refugees' vision for quality education in a Lebanese public school
This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to …
Where are the children? The missing piece of AI ethics
Psychology (10 obras) · Sociology (10 obras) · Political science (9 obras) · Law (8 obras) · Social Psychology (8 obras) · Peace and Human Rights Education (6 obras) · Empathy (4 obras) · Ethics and Social Impacts of AI (4 obras) · Law (4 obras) · Politics (4 obras)