Our EDI Associates
Our EDI Associates, drawn from Departments, Schools and Faculties across the Division, all share a passionate commitment to advancing equality, diversity and inclusion, and bring a wealth of skills and breadth of experience to their collaborations on our innovative EDI projects. The team of Academic staff, Professional Services staff and DPhil students make up a community of individuals, who together collaborate on projects to enhance our collective knowledge and resources, and shape the future of EDI within the Division.
We propose pre-defined projects but also encourage Associates to suggest EDI projects and initiatives of their own.
Find out more about our Associates by selecting the appropriate tab below:
Dr. Aradhana Cherupara Vadekkethil
Lord and Lady McNair Early Career Fellow in Law (Somerville College)
Director of Policy Submissions, Oxford Human Rights Hub
https://www.law.ox.ac.uk/people/aradhana-cherupara-vadekkethil
Project: EDI Research Spotlight Events
As an early career academic, I am deeply committed to advancing equality, diversity, and inclusion in higher education. Over the years, I have been involved in several access and outreach initiatives at Oxford such as Opportunity Oxford, UNIQ, ExpLaw etc. as I strongly believe that while talent is equally distributed, opportunities are not. My doctoral research, supervised by Professor Laura Hoyano and funded by the Gopal Subramaniam OICSD scholarship, examined how rape adjudication takes place in India. My commitment to EDI is rooted in both professional expertise and personal experience. Working on the EDI Research Network and Showcase Events has enabled me to work on issues that I am passionate about, using my background to raise awareness about the experiences of marginalized groups in academia and to foster more inclusive institutional practices.
Lan Duo (Dora)
DPhil student in Anthropology, Anthropology & Museum Ethnography
https://www.isca.ox.ac.uk/people/lan-duo-dora
Project: Short EDI Films
My interest in the EDI Associate role arises from personal experience as a student of racial, gender, and ethnic minority groups, and prior involvement in EDI-related projects.
I was drawn to the SSD Voices project due to my extensive experience in acquiring and presenting EDI narratives. As a medical anthropologist, I reflect on the colonial history of anthropology in my research, which allows me to understand EDI in academia not only as addressing marginalized groups as research subjects but also as giving voice to minority members and their lived experiences.
Chloe Funnell
PPE Administrator, Politics & International Relations
Project: Short EDI Films
Having completed my MPhil at the Oxford School of Global and Area Studies (OSGA) and now working in professional services at the Department of Politics and International Relations (DPIR), means I have the benefit of having had experience as both a student and staff member within the Social Sciences Division (SSD). My academic background includes research on queer discourses, with a focus on self-representation and challenging normative perspectives.
My interest in becoming an EDI associate on the SSD Voices project was driven by my desire to contribute to the dissemination of knowledge about nonbinary, as part of trans, experience in a way that is accessible and useful to people, aiming towards a positive effect among staff and students in SSD.
Umme Hani Imani
Communications and Events Officer at OPEN, Social Sciences Division
Project: Short EDI Films
My interest in becoming an EDI Associate stems from my longstanding personal commitment towards cultivating an equitable, inclusive, and nurturing research environment that refuses to reduce EDI to a bureaucratic ‘check-box’ exercise or gesture towards purely descriptive representation. Having navigated my neurodivergence as a (former) student and research support professional at Oxford, I deeply resonate with the initiative that the SSD Voices project took to empathically examine, make visible, and stir reflections around the vulnerabilities of marginalised individuals who contend with the anxieties of advancing their careers and seeking a sense of belonging in a high-pressure academic workforce.
Lulu Shi
Departmental Lecturer, Wadham College
https://www.education.ox.ac.uk/person/lulu-shi/
Project: Short EDI Films
As an EDI Associate, my focus is on raising awareness among University of Oxford staff about how students’ ethnicity and religion shape their experiences of belonging. I aim to contribute to amplifying the voices of students from diverse ethnic backgrounds and faith traditions, offering everyone the space to share how their knowledge and ways of knowing are valued—or at times, questioned—in the university setting. By understanding how these experiences affect students’ sense of belonging, both within the classroom and beyond, we can create a more inclusive and supportive community at Oxford.
One of the areas I have explored is how language use impacts students, particularly non-native English speakers. In the EDI film my team and I have created, we spoke to students who shared how their language abilities influenced their academic participation and overall sense of belonging. For many students, the way they speak—accent, dialect, and pace—can lead to biased judgments about their intellectual abilities. While Oxford attracts students from across the world, those who do not speak English as their first language often face challenges in discussion-based settings, where confidence in language use plays a major role in contributing to conversations.
In our interviews, students recounted being judged based on their accents, often perceived as a reflection of lower intellectual ability. This kind of feedback, whether intentional or not, can have a deep impact on students’ confidence and their perceptions of their own abilities. As these experiences accumulate, they shape not just academic performance, but how students feel they belong in this prestigious environment.
My work as an EDI Associate seeks to highlight these nuanced and often overlooked experiences. We need to recognise our biases when it comes to how we perceive others and make conscious efforts to be more inclusive in our academic and social spaces. Through these conversations, my goal is to help create an environment where all students—regardless of how they speak or where they come from—feel respected, valued, and heard.
Nadia Talukder
Doctoral Student, Department of Education
www.education.ox.ac.uk/people/nadia-talukder/
Project: EDI Short Films
My strong sense of justice compelled me to apply for an EDI Associate role. The most liberating need of a human being is their dignity and that lies within the understanding and acceptance of their multiple identities which shapes a sense of mattering; no matter where we find ourselves, we should matter. Mattering enables us to forge connections that are rooted in respect and openness and gives us a sense of achievement and self-worth. I am an active agent for the improvement of EDI practices and an advocate for those who have no voice.
The power of storytelling cannot be underestimated because our lives are entwined with and shaped by the stories we experience every day. Stories shape our worldviews, views of others and ourselves. I feel that materials for others to engage with, evoking emotion is much needed to build empathy and understanding in an accessible and sensitive manner. I joined the SSD Voices project because everyone has a story to tell and often people are oblivious to the true impact of the lack of equity in processes and practices on an individual, particularly when there is an intersectionality of multiple identities.
Zenobie Van de Perre (Bieke)
DPhil student in Anthropology, Anthropology & Museum Ethnography
https://www.anthro.ox.ac.uk/people/zenobie-van-de-perre
Project: Short EDI Films
The opportunity to contribute to the advancement of equality, diversity, and inclusion within the division is a cause that resonates deeply with me. I was particularly drawn to the SSD Voices project, as it aligns with my commitment to foster a more inclusive environment through raising awareness and centring marginalized voices.
Academically, my degrees in women’s studies and social anthropology have provided me with a strong theoretical foundation to engage in meaningful discussions around EDI topics. My DPhil project focuses on contraceptive methods in the UK, with a methodological ethos of collaboration and a core objective of centring the stories of lived experience. My research is inspired by - and continues to instill in me - the power of storytelling and the importance of amplifying marginalized voices.
Aliya Khalid
(she/her)
Departmental Lecturer in Comparative and International Education, Department of Education
https://www.education.ox.ac.uk/people/aliya-khalid/
Project: Diversification and decolonisation of curricula/disciplines
Personally, and as an academic, I am convinced that higher education, the curricula, and the modalities of teaching, learning, and knowledge co-creation are key to developing a socially just society. Based on my experience (personal and professional), equity is highly intersectional, cutting across gender, race, class, caste, ability, Indigeneity, and sexuality. While all of these factors play important roles in people's experiences of (ex) inclusion my focus has been on gender and race. Becoming an EDI Associate would ensure that I could raise issues and support in working towards an intersectionally just knowledge system with a division-level voice. This interest ensures that when I work on issues of social justice and equity, I automatically develop myself personally, academically, and professionally.
I am keen to co-learn with other colleagues seeking to achieve the same goals as myself - a socially just society by supporting knowledge co-creation practices in teaching and learning at the university level. I would also benefit from knowing and learning more about diversifying and decolonising university curricula through a collective process of researching and deliberating on these issues.
Robert Lipinski
DPhil in Politics (1st year), Department of Politics and International Relations
https://www.politics.ox.ac.uk/person/robert-lipinski
Project: Diversification and decolonisation of curricula/disciplines
Being an EDI Associate for me is a continuation of the work on diversity and decolonisation of academic curricula that I began with the Inclusive Curriculum Project during my undergraduate degree at UCL. It involved measuring gender and ethnic diversity of authors included in the reading lists at the Department of Political Science, as well as the thematic and methodological scope of the readings and the geographical distribution of the case studies they used. Seeing that project's direct and almost immediate impact on increasing curricula's diversity, enshrined in me a conviction that change is possible thanks to such initiatives. Since the present project is in many ways much broader in scope, I hope that the resulting contributions can be correspondingly greater.
In the role of an EDI Associate I see an opportunity to both continue my commitment to inclusivity in academia and broaden my perspective on it. Our project takes an inter-departmental perspective, which opens up multiple pathways to learn about different conceptualizations of inclusivity and various solutions that could increase it in academia. Furthermore, I hope that participation in this project further increases my awareness of the inclusivity issues when doing my own research.
Dr Thiruni Kelegama
(she/her)
Departmental Lecturer in South Asian Studies, Oxford School of Global and Area Studies
https://www.southasia.ox.ac.uk/people/thiruni-kelegama
Project: Diversification and decolonisation of curricula/disciplines
As a member of the newly formed EDI Committee at the Oxford School of Global and Area Studies (OSGA), we have begun to talk of what we want to achieve as a School as well as within individual departments, and how to establish links between OSGA and other Departments in the Social Sciences Division.
As an EDI Associate, I look forward to working with colleagues on the decolonising and diversifying curricula project. I believe this project and the findings will be directly impactful and meaningful to the various units within OSGA as we do not have a department-wide approach on this issue. The knowledge I will gain as an EDI Associate will directly feed into the OSGA EDI Committee.
Karl Eligado
(she/her)
Equality Diversity and Inclusion Officer, Department of Social Policy and Intervention
https://www.spi.ox.ac.uk/people/karl-angela-eligado-0
Project: Diversification and decolonisation of curricula/disciplines
My passion for diversifying and decolonising curriculum in higher education was inspired by my time at LSE. The works of Annibal Quijano, Gloria E. Anzaldúa and several other Latin America thinkers opened my eyes to the importance of challenging Western knowledge production, which insidiously constructs Eurocentric reality as the norm. It is disheartening to think about all of the non-western practices and knowledge which had been erased by colonialism. Whilst these knowledge cannot be retrieved, I believe that through diversifying and decolonising curriculum in higher education, we can inspire the next generation of thinkers to think beyond Eurocentrism.
During my time as an EDI Associate, I hope that I'll be able to contribute to the diversifying and decolonising movement within other divisions and departments. I also hope that I'll learn more about the culture of Oxford University.
Albert Sanghoon Park
Departmental Lecturer in Development Studies, Oxford Department of International Development
Project: Diversification and decolonisation of curricula/disciplines
Info to follow.
Iyiola Soyanke
Professor in EU Law, Faculty of Law
Project: Diversification and decolonisation of curricula/disciplines
Info to follow.
Joshua Parker Allen
(he/him)
DPhil, Oxford Department of International Development
https://www.qeh.ox.ac.uk/people/joshua-parker-allen
Project: Induction workshops for students
It is vital that the pedagogical approaches taken by departments reflects Oxford's diversity - and its lack thereof for most of its modern history - by creating safe environments for productive discussion among classmates and faculty about content that can be personally, emotionally, and politically challenging. Amidst this bastion of privilege and elitism, the creation of genuinely progressive EDI workshops that help to set the frame for and begin conversations and debates about critical issues is imperative, not just to create more inclusive and equitable classrooms, but but also to facilitate student-led efforts to challenge the very identity of Oxford University itself. It is such an effort to which I hope to contribute in my time as an EDI Associate.
Working as an EDI Associate will help me to expand my knowledge of the challenges facing social justice movements in instigating reform in this conservative university and give me important experience in navigating the internal politics of this institution to engender serious change.
Anuja Saunders
EDI Manager, Centre for Research in Energy Demand Solutions (CREDS), School of Geography and the Environment
https://www.creds.ac.uk/people/anuja-saunders/
Project: Induction workshops for students
This is a great opportunity to contribute to the development of good EDI practice more widely in the University. Creating an environment which supports both staff and students to thrive will lead to better research, better teaching and continued academic ambition.
I hope to gain a better insight into the various EDI approaches across SSD. I want to feel that I am making a positive contribution to the overall goal of creating inclusive classroom environments whilst safeguarding diversity of thought and academic freedom.
Roxana Akhmetova
DPhil Migration Studies, School of Anthropology & Museum Ethnography, Oxford Department of International Development, Oxford School of Global and Area Studies
Project: Induction workshops for students
Info to follow.
Dr Catherine Grasham
(she/her)
Postdoctoral Researcher, School of Geography and the Environment
https://www.smithschool.ox.ac.uk/person/dr-catherine-grasham
Project: Support of fieldworkers
I am passionate about improving support and connection for research fieldworkers towards improved welfare in fieldwork. Throughout my research career, I have spent more than 2 years in social science fieldwork in Ethiopia. I have benefitted hugely from the connections I have made and the fieldwork-specific training I have undertaken. I founded the Oxford University’s Fieldworkers Network in 2019 to connect staff and student researchers, at any career stage, across the University.
The anecdotal evidence for the risks of researchers to adverse and/or dangerous experiences in fieldwork is overwhelming. In my role as the co-ordinator of the OUFN, I hear more stories that I should, and I would love to reduce the number of these with awareness building and integrated support. However, I believe that more robust evidence is needed to lobby for fieldwork welfare to be mainstreamed, and better funded, within the University. With this in mind, I will design a “Fieldwork Mental Health and Wellbeing Survey” to determine what support is working well and what other guidance, training or awareness building is needed.
Dr Kelsey Inouye
Research Associate, Department of Education
https://www.education.ox.ac.uk/people/kelsey-inouye/
Project: Development of a network of EDI researchers
I applied to be an EDI Associate because my research on doctoral education and research careers has taught me the importance of EDI in establishing healthy research cultures. Further, becoming an EDI Associate provides the opportunity to apply my knowledge in practical ways and make an impact beyond the realm of academic literature.
As an EDI Associate I hope to learn more about the types of EDI research conducted across the Division, and facilitate connections between disciplines. Working with the other EDI Associates is also a great way of extending my network and reflecting on my own practices and thinking around EDI.
Jessica Jacobson
(she/her)
Senior Programme Manager, Research & Insights, Skoll Centre for Social Entrepreneurship, Saïd Business School
https://www.linkedin.com/in/jessicajacobson11/
Project: Development of a network of EDI researchers
I applied to be an EDI Associate ultimately to help make the University a more equitable and inclusive place! Through this work, I hope to get to know the EDI research happening in other Departments in the Division, and help build out a research community in this area.
Professor Rebekah Lee
(she/her)
Associate Professor in African Studies, Oxford School of Global and Area Studies
https://www.africanstudies.ox.ac.uk/people/professor-rebekah-lee
Project: Development of a network of EDI researchers
As the new Academic Lead for EDI in my Department (Oxford School of Global and Area Studies), I wanted to join the EDI Associates scheme to meet and network with colleagues working in the EDI space in other Departments within the Division, to learn from them about best practice and innovative approaches. I wanted to be part of the project on developing EDI research and networks because, as a historian and ethnographer of modern South Africa, I have a longstanding interest in decentring research methodologies and epistemologies, particularly with respect to the problematics around potentially 'extractive' research practices amongst historically marginalised communities. This concern with establishing more inclusive and participatory forms of research has been further highlighted through my current work as co-Chair of the University's BME staff network. I am interested in being part of re-defining what 'equalities research' or 'inclusive research' could mean, and to help drive a divisional approach in setting a bold intellectual agenda for this type of work.
I hope to connect to, and form lasting relationships with, other staff in the Division who are interested in embedding equality and diversity in their research and professional work. I would like to be a part of advancing equality at the University of Oxford and the wider HE sector in the UK and beyond.
Ana Marin Morales
(she/her)
Events and Communications Officer, Oxford Department of International Development
https://www.qeh.ox.ac.uk/people/ana-maría-marín-morales
Project: Development of a network of EDI researchers
I think of diversity, not as something to be admired and studied with amusement in a petri dish or a glass cabinet. I understand diversity as a daily commitment to listen, build, and be in awe of what we can constantly learn from people, their stories and contexts if we allow ourselves to see the value and show respect to each other. I applied to be an EDI Associate because I want to learn from other people researching EDI to understand and rethink our every day in order to foster relationship building beyond co-creation, and collaborative projects with communities in the global south
EDI research can be overwhelming; from where to start to where to draw the limits of the scope, but being part of a group of individuals drawn by a common interest is allowing me to have a better insight into the various advances toward more EDI research and collaborative knowledge production. I aim to understand how to better contribute from my experience to EDI research as a migrant woman from Latin America and to identify and lay out inclusive and equal opportunities for intellectual cross-stakeholder enrichment in cultural heritage and peacebuilding areas of study.
Velda Elliott
Associate Professor of English and Literacy Education, Department of Education
Project: Development of a network of EDI researchers
Info to follow.
