For usā€”six researchers working with Southern epistemologies across disparate contextsā€”the theme of this yearā€™s ĢĒŠÄ“«Ć½ conference^[1] provided us the space to tease out some common threads in our doctoral projects, being undertaken with the same supervisor.

The idea of ā€˜(re)bordering educationā€™ evoked for us the demarcation of boundariesā€”epistemic, theoretical, methodological, pragmatic, and axiologicalā€”that define what constitutes a transgressive act. It was the interstices between these boundaries that each of us sought to address in our respective research settings. At the intersections where the established order begins to fray, we each delved into questions around agency, empowerment, and redefinition, anchored heavily in Southern epistemologies.

Away from scholarly or abstract conceptions, we drew on a literal understanding of ā€˜liminalā€™ as something ā€˜on a boundary or threshold […]ā€™^[2]. Liminality, for us, was the potent space where new ideas and frameworks emerge from the testing of entrenched perimeters. This was exemplified in the visceral struggle of our participants (belonging to different stakeholder groups) to redefine themselves against systems that arenā€™t built for them. In Nigeria, it was mothers of children with neurodevelopmental disorders; in Pakistan, it was headteachers reimagining leadership under strain. In South Africa, India, and within Tibetan refugee communities, our stories were about rethinking inclusion, crisis response, and the process of research itself.

The session was built around five provocations, presenting distinct yet interconnected perspectives on how education, in its many forms, is being re-bordered. For each of us, the subject matter and participants in our research represented a breaking of norms. Equally, we ourselves, guided by a common research mentor, wished to challenge through our work, conventions around the topics, processes and perspectives that comprise ā€˜legitimateā€™ research. By exploring the intersections of disability, gender, race, class, and refugee status, we collectively sought conceptual and methodological innovations for ā€˜justā€™ and transformative education systems. By ā€˜justā€™ we mean education systems that confront and dismantle culture, economic, social, and geographical barriers through inclusive policies and transformative practice, ensuring equitable opportunities for marginalised communities^[3].   The foci of the five provocations were the following:

1. Re-bordering Agency: Mothers transgressing boundaries to transform the education of their children with disabilities in Nigeria (Basirat Razaq-Shuaib)

In Nigeria, children with disabilities, particularly children with neurodevelopmental disorders (NDD) remain sidelined despite progressive legislation meant to safeguard their educational inclusion. This injustice places mothers in a constant state of crisis, having to continuously renegotiate the absence of support for their childrenā€™s education, resulting in truncated educational journeys and extra costs. Utilising an Afrocentric lens, the presentation explored how mothers carve out new pathways within fraught spaces, harnessing resilience and strategic resistance to transform their childrenā€™s learning experiences. Through the re-bordering of education and its purpose, these mothers re-engineered spaces where their children could flourish. Questioning the legitimacy of expert knowledge and transgressing prescribed sites of learning, this research flipped the narrative from what is broken to what is possible without excusing the governmentā€™s inaction. In doing so, it made a case for context-relevant policies that reflect the ingenuity already at work in the face of systemic neglect.

Provocations: Who defines what education should be like for children with disabilities? What do we do when the prescribed ways of educating children donā€™t appear fit for purpose and able to serve all? Whose knowledge counts in the how of education for children with disabilities?

2. Transgressing Expectations: Headteachers Redefining Headship in Karachiā€™s Low-Income Schools (Camilla Hadi Chaudhary)

Researching with headteachers of schools catering to low-income communities in Karachi, this piece interrogated what constitutes inclusive headship within resource- and time-constrained school environments. Examining headteachersā€™ reflections of their practices, the study found they actualised situated ā€˜transgressionsā€™ in order to support their students and create pathways to their inclusion in environments that were fraught with financial and structural inequities. Headteachers’ commitment to supporting their students transgressed prescribed professional expectations, upturning commonly held perceptions about them lacking professional motivation. By bringing to light these practices we begin to re-border understandings of inclusive headship. Furthermore, by creating micro- spaces for change within their schools and in their studentsā€™ conditions, these headteachers introduced liminality into contexts where extreme inadequacy of resources had created semi-permanent states of crises.

Provocation: How can transgressions become process for ā€˜justā€™ goals? What is the role of policy and training?

3. Transgressive Spaces of Inclusion: Reimagining a Pedagogy of Play for Autistic Children in South Africa (Stephanie Nowack)

The South African education reform underscores the importance of inclusion and play in fostering learners’ holistic development. However, most autistic children are educated in special schools, where play policies overlook geo-political and neurodivergent dimensions. Building on the experiences of predominantly Black participants, this research illuminates the intersectionality of autism and race, historically overlooked. The research delves into transgressive spaces of education by exploring educatorsā€™ experiences with a pedagogy of play (PoP) in South African autism schools. Through immersive exploration in pre-school classrooms, findings indicate that educators in these settings emphasised exploration, enjoyment, and empowerment, underpinned by trust and structures, which form the core of a PoP. The research highlights the importance of harnessing learnings from these liminal spaces.

Provocations: How can we harness what can be learnt from transgressive special schools? Why are they rendered invisible if this is where the education of autistic children in South Africa is taking place?

4. Leveraging Crisis: Pandemic Responses in Indiaā€™s Under-Resourced Schools (Nikita Jha)

The COVID-19 pandemic drastically affected schools across India, particularly those operating with minimal resources. This presentation examined the experiences of an educational NGO in Punjab, where schools found ways to innovate and adapt in the face of crisis. Without governmental support, these schools found avenues to balance education provision, community engagement, and compliance with regulations. The research shed light on how roles, spaces and processes were recast by schools during the pandemic, transgressing traditional notions of schooling. This adaptability and resilience offer important lessons on how non-mainstream schools can effectively navigate crises, emphasising the need to centre these experiences in future educational responses to emergencies.

Provocation: What can we learn from the crisis experience of such ā€˜invisibleā€™ schools? What ā€˜legitimateā€™ learning role do these schools occupy within the education ecosystem?

5. Improvisation as transgression: Reflections from an ethnographic study with Tibetan refugees-in-exile (Surya Pratap Deka)

The final presentation explored the potential of improvised fieldwork practices in research, using fieldnote writing as an example. It highlighted how an ethical dilemma in the field left the ethnographer at a loss for words, and how this disorientation was captured on paper through a doodle. Workshopping the doodle highlighted the improvisational nature of fieldnote writing and its epistemic value in inscribing and articulating untranslatable field experiences. These multi-modal improvisations challenge the conventional methodological view of writing as a passive transcription of experience. Building on this example, the presentation argued that improvisations are not exceptions but a feature of deep-immersive fieldworkā€”and of social life more broadly. In fact, improvisation in the face of uncertainty is a defining reality for the Tibetan refugee community-in-exile as they navigate the liminal experience of statelessness in their daily lives. Taking improvisation seriously in our research can redefine the methods-practice boundary, expanding the conversation from how methods shape practice to how, in turn, field practices can transform methodological thinking. In this particular case, it also serves to honour the lives of the people we study.

Provocations: How have you navigated fieldwork contingencies and uncertainties? What new insights have arisen from these experiences? How do your fieldwork improvisations challenge the methodological status quo and contribute to a more context-sensitive and just research agenda?

Concluding reflections

By challenging geographical, methodological, and pedagogical boundaries in education, this symposium sought to probe what constitutes just research, especially when held against taken-for-granted, Northern frames of reference for educational best practices. We each examined and made visible the transgressions that materialise in the interactions between subject and context, individual and structure, policy and practice, and between institutional structure and field reality.

We believe that illuminating the liminality, the capturing of transgressions doesn’t happen by chance, but needs to be a conscious part of the research design. Data on its own is not valid or accurate- it is also the lens that we, as researchers. bring to it- the questions we choose to ask, the methods we employ, and the research processes we participate in. In each of our contexts, we entered the field, not to simply reproduce deficit discourses of education, which abound in the field of education and international development, but rather to also seek out the transgressions, which make systems function despite the many challenges. The ĢĒŠÄ“«Ć½ conference theme provided us with a way of rethinking how these transgressions are essential for transformation, but remain overlooked within competing agendas of international funding bodies, simplistic notions of ā€˜what worksā€™, and so on. Educational transformation needs more acts of transgressions to be identified and supported, and not silenced.

Finally, as a research group, we are bound by a conviction that ecosystems of knowledge production and practices (both research and otherwise) do not have firm answers, but invite conversations that beckon further inquiry, challenging us to confront the hidden hierarchies and biases embedded within the very frameworks we rely on, given that all of us operate in an institution which is deeply anchored in (and promotes) Northern knowledge structures. We seek not only answers to these challenges, but a reimagining of the questions themselvesā€”a call to unsettle the boundaries of what we deem possible, and in doing so, to cultivate a more expansive, inclusive vision of justice. In our manner of doing so, as a collective research group, we also aim to transgress and reimagine what it means to be a doctoral student and supervisor in a higher education setting.

About the Team

The six participating scholars are based at the Faculty of Education, University of Cambridge, and are members of the Cambridge Network for Disability and Education Research (CaNDER). Dr Basirat Razaq-Shuaib is an advocate for parental wellbeing and disability inclusion in Nigeria, author of three childrenā€™s books, and founder of The Blooming Mum as well as the Winford Centre for Women and Children. Dr Camilla Hadi Chaudhary is co-convenor of the South Asian Approaches to Researching Education (SAARE) Network and the Climate and Sustainability Education Seminar (CASES) Series at the Faculty. Dr Stephanie Nowack is a South African psychologist focusing on early childhood education and development, and completed her doctorate at Cambridge as a LEGO Foundation and Cambridge Trust Scholar within the PEDAL and REAL Centres. Surya Pratap Deka is a current Gates Cambridge doctoral researcher at the Faculty. He is the Communications Officer at ĢĒŠÄ“«Ć½ and the founder of Flourishing Minds Foundation, an education non-profit based in India. Nikita Jha is a Gates Cambridge doctoral researcher at the Faculty, and a mentor at Project EduAccess, a non-profit supporting access to higher education among marginalised communities in the global South. Dr Nidhi Singal is Professor of disability and inclusion at the Faculty, and Vice President of Hughes Hall College.

^[1] Transgression and transformation: (re)bordering education in times of conflict & crises

^[2] Oxford English Dictionary. (July 2023). Liminal, Adjective. OED. https://www.oed.com/dictionary/liminal_adj?tab=meaning_and_use#308505961

^[3] British Association for International and Comparative Education. (2024). Just learning: Teachers, curriculum, pedagogies and literacies. In Transgression and transformation: (Re)bordering education in times of conflict & crises (ĢĒŠÄ“«Ć½ 2024 Conference).

Attending academic conferences I believe is a tradition for researchers. So when the opportunity to participate in ĢĒŠÄ“«Ć½ 2022 came up, I was keen to be a part of it. Not just as a delegate but also as a volunteer. Through the planning process, I quickly became aware of all the moving parts necessary to ensure that the conference was successful. From abstract selection to individual events, I was intrigued by the level of detail, commitment and care (for attendees) that went into the planning. For instance, my subcommittee handled diversity and inclusion and during one of our meetings, we started discussing breastfeeding! Now, even though I am a mum (and welcomed this discussion) and even though I joined the committee with some experience in conference planning, I certainly did not expect this. Needless to say that when we started discussing toilets, I knew there would be no messing around at the conference (pun intended). Partaking in the planning I must say made me appreciate the usefulness of diversity in any committee.

As the conference drew closer, I started developing cold feet because quite frankly, I wasnā€™t sure what to expect. On the one hand, the thought of attending my first in-person conference as a PhD student excited me. I thought of learning, presenting, meeting new people, experiencing a new city and seeing all the planning bits come together as a picture but for the exact same reasons, I was equally terrified. My brain wouldnā€™t stop with all the ā€œwhat ifsā€. Besides, I had received mixed reviews about previous ĢĒŠÄ“«Ć½ conferences. Nonetheless, I was determined to make the best of the experience.

You can therefore imagine how I felt arriving in Edinburgh on my birthday (12^th September) and being greeted by its stunning landscape and structures. I fell in love with the city instantly. I couldnā€™t stop taking pictures and recording.

Although I would have loved to go into the main castle, I couldnā€™t for obvious reasons- The late Queenā€™s body was travelling through Edinburgh. And though the rites of the late Queen did cause disruptions to my commute, it was equally an opportunity to witness how some of the rites were done- like the canon firing that happened every 2 minutes or so. When I heard the first bang, I ducked (please I canā€™t shout!) but seeing that I was the only one ducking, I knew there was probably nothing to be scared of.

At the reception later that evening, I met other ECRs and some members of my PhD research group (The RG) from the University of Cambridge for the first time in person (no thanks to Covid). The highlight of the evening was when members of The RG and Bukola Oyinloye gathered in person and virtually to celebrate my birthday. I thought they had forgotten but I was reminded by their gesture that while I may not be with my biological family to celebrate, I still have a family in them. I am grateful for the support and the privilege. At this point, I do not need to tell you more other than that I confidently told a colleague to meet me at The Pollocks. ā€œThe what?ā€ My RG friends laughed. They felt sorry for my poor colleague who was about to set out to find The Pollocks.

The conference itself started on Tuesday the 13th. During his welcome address, Professor Tejendra Pherali, said “ā€¦ĢĒŠÄ“«Ć½ is deeply committed to promoting non-hierarchical, dialogic spaces where voices of scholars from the Global South are brought to the forefront and our early career and doctoral scholars are valued at our conference.  We have so many delegates who are attending ĢĒŠÄ“«Ć½ for the first time. If you see someone who appears to be somewhat lost or hiding behind the wall because they do not know who to talk to, please do approach them and make them feel at home.” My heart screamed, ā€œHe understands!ā€ as I started to feel more at ease. The conference began earnestly with a stimulating address by Professor Jane Naana Opoku-Agyemang. She challenged us to rethink the one-sided power play by the Global North and be more promoting in the Global South if we are to develop sustainable partnerships. She reminded us that scholarship, information and funding are not innocent. There are intentions behind actions but in all of it, we must be sincere because we need each other. Though I wish this was delivered in person, Iā€™m not sure much else could have been done to salvage the situation that necessitated an online address. Thanks to the tech team, we were still able to connect with her despite the glitches and learn from her speech.

As the sessions began running, the real dilemma of choice-making presented itself. Despite pre-selecting the sessions I wanted to attend, I soon found that I wanted to be in more than one session at a given time. This was one aspect I found frustrating given that there were so many interesting abstracts. I wished all the sessions were being recorded. Though I understand the constraints that made that impossible, I hope that we (the ĢĒŠÄ“«Ć½ committee) can look into this again in the future. On the flip side, I really loved the mix of presenters across the entire conference. As a PhD student, I observed that presentations by PhD students and ECRs had a good representation. I think this was quite useful for balancing the power hierarchy.

My lovely experience of ĢĒŠÄ“«Ć½ was not just in the learning. As you may have noticed, it was a combination of different things. As a member of the planning committee, I was pleased with the final lunch menus (I believe every disappointment is a blessingā€¦). While I canā€™t say that the cauliflower steak on Wednesday night was a favourite of mine or my table mates (and Iā€™m being nice here), dancing Ceilidh in a fashionable Nigerian Ankara dress with peers and senior academic colleagues who I have only ever known for their research is the memory of the night I would rather focus on. The dance which featured tunes and chaos (stepping on feet and falling over ourselves) was fun to partake in and beautiful to watch. I must say that this was such a refreshing part of the entire ĢĒŠÄ“«Ć½ experience.

There were so many aspects of the conference that I was pleased with. The learning and networking that happened during the conference deserve another blog post entirely. Seeing mums engage with the conference freely with their babies, our famous Research Group (The RG) presentation, the Ibali creative session, my presentation, the meeting and conversations with Pauline Essah, Rafael Mitchell, Paul Lynch and so many other amazing people, presenting with Bukola Oyinloye, Alice Amegah and Joycelline Alla-Mensah, and the laughs when Margaret Ebubedike joined in and we talked about our desire for ā€œbaby girl lifestyleā€ are all the things that I would have loved to talk about but I canā€™t because this is fast becoming a book chapter.

Now to the question- ĢĒŠÄ“«Ć½ or REPLACE? Would I attend a ĢĒŠÄ“«Ć½ conference again or replace the conference experience? I definitely would choose ĢĒŠÄ“«Ć½! As a member of the planning committee and a delegate, are there things that can be improved upon for future conferences? Absolutely! For instance, I would have preferred that we werenā€™t still looking for session chairs during the conference (though I met so many lovely people through the process). However, we are learning and with each conference, we will improve. To everyone who has given us feedback, thank you. Letā€™s do it better together. Serving with amazing people on ĢĒŠÄ“«Ć½ 2022 Planning Committee (co-chaired by Alison Buckler and Jingyi Li) has been nothing short of a privilege and for this, I am grateful. To Professor Nidhi Singal who told me about ĢĒŠÄ“«Ć½ and encouraged me to join, thank you.

So here I am, heading home after the conference and reflecting on my memories of ĢĒŠÄ“«Ć½ 2022. Overall, it wasnā€™t perfect but it was insightful, beautiful and memorable. Although, it took me an additional day to be reunited with my luggage (after the accidental luggage swap that happened on arrival at my destination), still, l I look back with a buzzing brain and a grateful heart.

Now that the conference is over, it is time to take action and put the learning into practice. Letā€™s transform education positively through reflexive thinking, ethical practices and meaningful partnerships. As Professor Mario Novelli brilliantly said, ā€œLetā€™s reconnect the alternatives.ā€    

Basirat Razaq-Shuaib

Basirat is a third year PhD candidate at the Faculty of Education, University of Cambridge. She is currently researching the perspectives and lived experiences of children with neurodevelopmental disorders and their parents in accessing education in a Nigerian context. Basirat is interested in issues of voice and participation of parents and children as well as policies and practices that can reduce education exclusion for children with disabilities in low-income countries. She has authored three childrenā€™s picture books two of which promote disability inclusion, empathy and kindness.