I am a PhD candidate in Comparative and International Development Education at the University of Minnesota. My research examines how the epistemic architectures of artificial intelligence in education, shaped by dominant knowledge hierarchies and embedded within uneven sociotechnical power structures, can reproduce systemic inequities for minoritized learners and historically marginalized educational systems. I investigate alternative epistemological and ethical frameworks, as well as responsible governance models, that can reorient AI toward more equitable, inclusive, and sustainable educational futures.  

 

Previously, I studied Sociology and French at the University of Paris (Université Paris 5 René Descartes), an interdisciplinary foundation that shaped my comparative perspective on global education systems, inequality, and sociotechnical change. My professional experience includes research at the United Nations Educational, Scientific and Cultural Organization (UNESCO) and a visiting scholar at Stanford University. I approach scholarship as an equity-driven and globally engaged practice, connecting critical inquiry with questions of policy, sociotechnical practices, and educational justice. I am an active member of the Comparative and International Education Society (CIES), American Educational Research Association (AERA), and Association for the Study of Higher Education (ASHE), and I serve as a reviewer for academic conferences and journals, including Artificial Intelligence in Education (AIIE) and Journal of Technology, Knowledge, & Learning (TKNL). 

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