• Higher Education
• Labour Market
• Place, space and identity
• Decoloniality and Indigenous Methodologies
• Youth transitions and contemporary social change
•  International comparative research
• Indigeneity and education
• Education policy and social mobility

I am an education researcher with a background in critical policy analysis, quantitative and qualitative methods, and postcolonial theory, with a strong commitment to understanding how educational systems both reproduce and resist inequality. My work engages deeply with questions of access, legitimacy, and epistemic justice, drawing on decolonial perspectives to explore how young people, especially in postcolonial countries and across the Global South, navigate educational landscapes shaped by histories of colonialism and uneven development.

I am currently a PhD researcher at the University of Bath, funded by the UKRI South West Doctoral Training Partnership (SWDTP). My research investigates spatial injustice and educational mobility in Nigerian higher education, combining policy and discourse analysis, qualitative case studies, and autoethnography to explore how place, policy, and social class interact to shape graduate aspirations and outcomes. Alongside my doctoral studies, I have worked as a Research Assistant on several interdisciplinary projects, including a major city-wide study on belonging, identity and safety in London schools, funded by the Mayor of London and the Violence Reduction Unit. This work involved extensive qualitative data collection and analysis across all London boroughs and resulted in the development of London’s first Inclusion Charter for schools.

Before beginning my PhD, I completed an MRes in Education (Distinction) and an MA in Education Studies (Distinction) at the University of Bath and Nottingham, respectively. I also have a bachelor of Education in Primary Education (First Class Honours). My academic interests are interdisciplinary, spanning education, sociology, political science, and African studies, and I remain particularly invested in how education policy, both local and global, constructs categories of legitimacy, success, and failure.

Much of my research to date has focused on the lived experiences of marginalised learners, including rural students, pre-service teachers, and international students. I am also interested in the politics of higher education reform, student finance, and curriculum transformation, and my writing often weaves critical theory with grounded, human stories. I have published in journals such as Comparative & International Higher Education, Frontiers, and contributed to edited volumes on STEAM and decoloniality, and currently have several articles under peer review exploring epistemic injustice, artificial intelligence in education, and youth activism.

Methodologically, I am most at home with both quantitative and qualitative research. I have experience using SPSS, R, SQL, Power BI, Ms Excel for data analysis. I also have experience in interviews, focus groups, ethnography, multimodal analysis, autoethnohgraphy, and critical discourse analysis. 

I welcome opportunities to collaborate with students and colleagues working on educational inequality, particularly from sociological, historical, or spatial perspectives. I am especially keen to support research that challenges dominant logics and opens up space for new ways of thinking about knowledge, learning, and justice. Beyond the university, I remain active in community development and youth education initiatives in Nigeria, and I continue to write blogs and policy commentaries on inclusive education and decolonisation.

When not working, I enjoy sharing scholarship and other opportunities on my social media, music, storytelling, and reconnecting with friends across the many places that have shaped my academic and personal journey. These days, you might find me somewhere between a journal article and a Zoom room, learning, unlearning, and always asking questions.