Mieke T A Lopes Cardozo
Biographic Data
| ID | 3472672 |
|---|---|
| NAME | Mieke T A Lopes Cardozo |
| GIVEN NAMES | Mieke T A Lopes |
| FAMILY NAME | Cardozo |
| SIGNATURE | CARDOZO M T A L |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0001-7547-6829 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 94 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice
Acknowledging the genocide and scholasticide in Gaza—and the ensuing student encampments in solidarity as a critical rupture—this article reflects on how lecturers, students and alumni within an International Development Studies (IDS) programme at a Western, internationalized university grapple with epistemic injustice, decolonial praxis and institutional complicity. Using a collaborative auto-ethnographic approach and insights from a co-created …
Researching Teacher Well-Being in Protracted Crises: A Multiscalar Cultural Political Economy Perspective
Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized controlled trials are illustrative of such decontextualized ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics cultural political economy–informed analysis for research on teacher well-being in protracted crises. Zoomi…
Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement
Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2…
Walking the talk: Autoethnographic reflections on co-creating regenerative education within international development studies
In this article, I reflect on what it means to walk the talk of regenerative forms of education that foster more vitality within the communities, institutions and societies we live in. I discuss my experiences as a lecturer and initiator of a regeneratively designed co-created education innovation project that I worked on with research master’s students of international development studies. The project was initiated in 2016 to serve the needs of …
Silent struggles: Women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh
This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders’ agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators’ negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education ac…
Covid-19, poverty and inclusive development
The COVID-19 epidemic provides yet another reason to prioritize inclusive development. Current response strategies of the global community and countries expose a low level of solidarity with poorer nations and poorer people in all nations. Against this background, this paper addresses the question: What are the development challenges that the COVID-19 pandemic lays bare and what lessons can be learnt for the way recovery processes are designed? U…
Analysing the spectrum of female education leaders’ agency in Islamic boarding schools in post-conflict Aceh, Indonesia
Our research responds to a limited understanding of the agency of female leaders in a context of Islamic politics and society, in post-war and post-tsunami Aceh province in Indonesia. Drawing on empirical ethnographic data, we aim to provide a more nuanced perspective on the ‘strategic space for manouevre’ of women’s agency in Islamic boarding schools in Aceh. Our paper focuses on female educational leaders and teachers at female dayah, or Islami…
Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar
This book offers a unique insight into the ways in which education systems, governance, and actors at multiple scales interact in initial steps towards building peace. It presents a spectrum of recently conducted research in the context of Myanmar, a society in the midst of challenging transitions, politically, socio-culturally and economically. Divided in 3 thematical research areas, the first part on Myanmar?s policy landscape aims to unravel t…
The fruit caught between two stones’: The conflicted position of teachers within Aceh's independence struggle
This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurr…
A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many f…
Machismo and Mamitas at School: Exploring the Agency of Teachers for Social and Gender Justice in Bolivian Education
Losing ground: A critical analysis of teachers’ agency for peacebuilding education in Sri Lanka
This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context – education policies and governance – and agent – teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the p…
Education and social change in post-conflict and post-disaster Aceh, Indonesia
Transforming pre-service teacher education in Bolivia: From indigenous denial to decolonisation
In line with a broader Latin American turn to the left, since 2006 Bolivia’s ‘politics of change’ of president Evo Morales includes a new ‘decolonising’ education reform called Avelino Sinani Elizardo Perez (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education, this ‘revolutionary reform’ envisions a radical restructuring of Bolivian society and a revaluation of indigenous epistemological, cu…
Teachers in a Bolivian context of conflict: Potential Actors for or Against Change
In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from 'imposed' neoliberal policies, aiming instead for 'dignity and decolonisation'. The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separ…
Conflict, education and the global south: New critical directions
Conflict, education and the global south: New critical directions
A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many f…
Teachers in a Bolivian context of conflict: Potential Actors for or Against Change
In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from 'imposed' neoliberal policies, aiming instead for 'dignity and decolonisation'. The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separ…
Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar
This book offers a unique insight into the ways in which education systems, governance, and actors at multiple scales interact in initial steps towards building peace. It presents a spectrum of recently conducted research in the context of Myanmar, a society in the midst of challenging transitions, politically, socio-culturally and economically. Divided in 3 thematical research areas, the first part on Myanmar?s policy landscape aims to unravel t…
Education and social change in post-conflict and post-disaster Aceh, Indonesia
Transforming pre-service teacher education in Bolivia: From indigenous denial to decolonisation
In line with a broader Latin American turn to the left, since 2006 Bolivia’s ‘politics of change’ of president Evo Morales includes a new ‘decolonising’ education reform called Avelino Sinani Elizardo Perez (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education, this ‘revolutionary reform’ envisions a radical restructuring of Bolivian society and a revaluation of indigenous epistemological, cu…
Analysing the spectrum of female education leaders’ agency in Islamic boarding schools in post-conflict Aceh, Indonesia
Our research responds to a limited understanding of the agency of female leaders in a context of Islamic politics and society, in post-war and post-tsunami Aceh province in Indonesia. Drawing on empirical ethnographic data, we aim to provide a more nuanced perspective on the ‘strategic space for manouevre’ of women’s agency in Islamic boarding schools in Aceh. Our paper focuses on female educational leaders and teachers at female dayah, or Islami…
Covid-19, poverty and inclusive development
The COVID-19 epidemic provides yet another reason to prioritize inclusive development. Current response strategies of the global community and countries expose a low level of solidarity with poorer nations and poorer people in all nations. Against this background, this paper addresses the question: What are the development challenges that the COVID-19 pandemic lays bare and what lessons can be learnt for the way recovery processes are designed? U…
The fruit caught between two stones’: The conflicted position of teachers within Aceh's independence struggle
This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurr…
Losing ground: A critical analysis of teachers’ agency for peacebuilding education in Sri Lanka
This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context – education policies and governance – and agent – teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the p…
Walking the talk: Autoethnographic reflections on co-creating regenerative education within international development studies
In this article, I reflect on what it means to walk the talk of regenerative forms of education that foster more vitality within the communities, institutions and societies we live in. I discuss my experiences as a lecturer and initiator of a regeneratively designed co-created education innovation project that I worked on with research master’s students of international development studies. The project was initiated in 2016 to serve the needs of …
Silent struggles: Women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh
This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders’ agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators’ negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education ac…
Conflict, education and the global south: New critical directions
Teachers in a Bolivian context of conflict: Potential Actors for or Against Change
In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from 'imposed' neoliberal policies, aiming instead for 'dignity and decolonisation'. The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separ…
Transforming pre-service teacher education in Bolivia: From indigenous denial to decolonisation
In line with a broader Latin American turn to the left, since 2006 Bolivia’s ‘politics of change’ of president Evo Morales includes a new ‘decolonising’ education reform called Avelino Sinani Elizardo Perez (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education, this ‘revolutionary reform’ envisions a radical restructuring of Bolivian society and a revaluation of indigenous epistemological, cu…
Losing ground: A critical analysis of teachers’ agency for peacebuilding education in Sri Lanka
This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context – education policies and governance – and agent – teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the p…
Education and social change in post-conflict and post-disaster Aceh, Indonesia
Machismo and Mamitas at School: Exploring the Agency of Teachers for Social and Gender Justice in Bolivian Education
The fruit caught between two stones’: The conflicted position of teachers within Aceh's independence struggle
This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurr…
A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many f…
Analysing the spectrum of female education leaders’ agency in Islamic boarding schools in post-conflict Aceh, Indonesia
Our research responds to a limited understanding of the agency of female leaders in a context of Islamic politics and society, in post-war and post-tsunami Aceh province in Indonesia. Drawing on empirical ethnographic data, we aim to provide a more nuanced perspective on the ‘strategic space for manouevre’ of women’s agency in Islamic boarding schools in Aceh. Our paper focuses on female educational leaders and teachers at female dayah, or Islami…
Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar
This book offers a unique insight into the ways in which education systems, governance, and actors at multiple scales interact in initial steps towards building peace. It presents a spectrum of recently conducted research in the context of Myanmar, a society in the midst of challenging transitions, politically, socio-culturally and economically. Divided in 3 thematical research areas, the first part on Myanmar?s policy landscape aims to unravel t…
Covid-19, poverty and inclusive development
The COVID-19 epidemic provides yet another reason to prioritize inclusive development. Current response strategies of the global community and countries expose a low level of solidarity with poorer nations and poorer people in all nations. Against this background, this paper addresses the question: What are the development challenges that the COVID-19 pandemic lays bare and what lessons can be learnt for the way recovery processes are designed? U…
Silent struggles: Women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh
This article engages with an under-researched field that specifically looks into the gendered nature of women education leaders’ agency in the context of Islamic boarding schools in post-tsunami and post-war Aceh province of Indonesia. The key aim of this paper is to understand various ways in which Acehnese women educators’ negotiate and navigate restricted, gendered and religiously orthodox spaces. We analyse the role of grassroots education ac…
Researching Teacher Well-Being in Protracted Crises: A Multiscalar Cultural Political Economy Perspective
Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized controlled trials are illustrative of such decontextualized ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics cultural political economy–informed analysis for research on teacher well-being in protracted crises. Zoomi…
Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement
Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2…
Walking the talk: Autoethnographic reflections on co-creating regenerative education within international development studies
In this article, I reflect on what it means to walk the talk of regenerative forms of education that foster more vitality within the communities, institutions and societies we live in. I discuss my experiences as a lecturer and initiator of a regeneratively designed co-created education innovation project that I worked on with research master’s students of international development studies. The project was initiated in 2016 to serve the needs of …
Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice
Acknowledging the genocide and scholasticide in Gaza—and the ensuing student encampments in solidarity as a critical rupture—this article reflects on how lecturers, students and alumni within an International Development Studies (IDS) programme at a Western, internationalized university grapple with epistemic injustice, decolonial praxis and institutional complicity. Using a collaborative auto-ethnographic approach and insights from a co-created …
Political science (14 works) · Sociology (14 works) · Politics (11 works) · Law (9 works) · Law (9 works) · Social science (8 works) · Context (archaeology (7 works) · Global Education and Multiculturalism (7 works) · Peace and Human Rights Education (7 works) · Agency (philosophy (5 works)