My engagement with questions of justice, rights and institutional responsibility predates my doctoral research and has developed across both legal and educational scholarship.

My earlier postgraduate research in International Law examined doctrines of command and superior responsibility through the ad hoc tribunals addressing atrocities in the former Yugoslavia and the Rwandan genocide. That work was concerned with accountability, institutional responsibility and the relationship between law, power and justice in contexts where human dignity had been fundamentally violated.

While situated in a legal framework, those concerns have continued to inform the questions underpinning my later educational research.

Following this, my doctoral research, extends this concern with justice into education, examining how assessment, institutional practices and learner support can either reproduce exclusion or create conditions for agency, dignity and participation.

I used Amartya Sen's Capabilities Approach as a theoretical lens, where the study reconceptualises student success beyond narrow attainment measures and argues for more holistic understandings of education grounded in human flourishing and social justice.

This body of work in both law and education is linked by enduring concerns with justice, inclusion, institutional responsibility and the conditions under which people are able to flourish.

It is from this broader foundation that connections to the United Nations Sustainable Development Goals can be understood.