Mieke Lopes Cardozo

Short Bio

Dr Mieke Lopes Cardozo is Senior Lecturer in Education and Inclusive Development at the Amsterdam Institute of Social Science Research, and part of the Governance and Inclusive Development Research Group. Associate Fellow at the Centre for International Education at the University of Sussex. Mieke’s academic research, teaching and supervision focuses on the role of education in processes of peacebuilding, social and gender justice and inclusive development in the contexts of Sri Lanka, Aceh/Indonesia, Bolivia, Myanmar and Higher Education in the Netherlands. She co-directed the Research Consortium on Education and Peacebuilding (2014-2016), a partnership with UNICEF’s Peacebuilding, Education and Advocacy (PBEA) programme, together with prof. Mario Novelli (University of Sussex), and prof. Alan Smith (University of Ulster). Appointed as Advisor for the Security Council mandated Progress Study on Resolution 2250 on Youth, Peace and Security (2016-2018). Awarded with a 2017 Comenius Teaching Fellowship to implement an education innovation project called Critical Development and Diversity Explorations. Chair of the Comenius Network Tracé Inclusive Higher Education of the KNAW (Royal Dutch Society for Science). Mieke is committed to work from a regenerative development perspective and is training with Regenesis since 2016. She connects this work, as well as her background and work as a certified yoga teacher, into her academic research and teaching. 


Mieke has an academic background in International Relations, Conflict Studies, Latin American Studies (University of Utrecht) and International Development Studies (University of Amsterdam). She formerly worked at UNICEF in the Netherlands at the communications and education/youth department. She joined the UvA in 2007 and between 2011-2016 she coordinated the ‘IS-Academie’ co-funded research project of the University of Amsterdam and the Dutch Ministry of Foreign Affairs. She also supervised several PhD studies as part of the Research Consortium on Education, Social Justice and Peacebuilding in collaboration with the University of Sussex and the University of Ulster.


Mieke’s research is focused on education in relation to social justice, transformation and peacebuilding. Within this overarching theme, specific research areas of study include: formal and non-formal peacebuilding education; teacher education; teachers’ agency; female educational leadership; gender equality and justice; and youth agency/empowerment. Mieke conducted doctoral research on teachers and social change in Bolivia (2007-2011). Other research areas include the role of (non)formal peace education in Sri Lanka, peacebuilding education and female education leaders in the Islamic context of Aceh/ Indonesia and the relation between education policy, teachers roles’ and young people’s agency in Myanmar.


Mieke supervises a number of post-doc and PhD researchers and (Research) Master students in International Development Studies working on similar research topics. She also lectures in several BA and MA courses within the International Development Studies programme at the University of Amsterdam. She is involved in GLOBED, an EU Erasmus Mundus Plus-funded joint Masters on Education Policies for Global Development. She is an invited visiting scholar/lecturer at the University of Sussex (2011, 2012, 2014), LSE Institute of Education (2012, 2013, 2014, 2017), University of Malta (2014, 2017), Universidad Autonoma de Barcelona (2014, 2015, 2016), University of Auckland (2013), Hogeschool Rotterdam (2010), UMSA La Paz (Bolivia, 2008, 2012), CEDLA (2011), Teachers College Columbia University (October 2016), University of Maastricht (2016), University of Groningen (2017), University of Minho, Portugal (2017), University of Oxford (2017).

Connecting a passion for research and teaching that focuses on social justice and transformation, the recently awarded Comenius Fellowship allows Mieke to implement the Critical Development and Diversity Explorations innovation project. Through a co-created course with Research Master students from the International Development Studies Programme, we work on developing critical reflective skills to 1) recognise and unlearn deeply rooted, embodied and societal structures of othering, discrimination and exclusion; and 2) explore new, more socially just and transformative ways of relating to the world as a development-scholars/practitioners, by drawing on a range of alternative pedagogies.



Elizabeth Maber – Constructing female citizenship in transition: women’s activism and education in Myanmar (completed in 2017), see UvA page and EID webpage.

Sean Higgins – The Agency of Teachers in conflict-affected Sierra Leone, see Uva page and EID webpage.

Cyril Brandt – Teachers and the state in the D.R. Congo: The ambiguity of seeking inclusion to an omnipresent but opaque state (completed in 2018), see UvA page and EID webpage.

Ben Haokip – Armed Conflict and its Implications in Manipur, India: Role of Education and Youth Agency towards Peace building, see EID webpage.


Go directly to an overview of all publications on Aceh/Indonesia, Bolivia, Sri Lanka and Myanmar.

Lopes Cardozo, M.T.A. (2021), The University as Constructive Disruptor [podcast]. The Regenerative Education Podcast by Bas van den Berg (host). Available online. [Accessed 5 October 2021].

Lopes Cardozo, M.T.A. (2021), Teachtalk – Mieke Lopes Cardozo. In A. Schwittay CreativeUniversities [Interview]. (4 November 2021).


Brandt, C. O., Lopes Cardozo, M. T. A. (2023). Researching Teacher Well-Being in Protracted Crisis: A Multiscalar Cultural Political Economy Perspective, Comparative Education Review 67(1). doi: https://doi.org/10.1086/722815

Lopes Cardozo, M. T. A. (2022). Learning to Become Smart Radicals: A Regenerative Lens on the Potential for Peace and Reconciliation through Youth and Education Systems, Journal on Education in Emergencies 8(1), 187-213. doi: https://doi.org/10.33682/3qpc-3v3y

Lopes Cardozo, M. T. A., Affiat, R. A., Zaman, F., Maida, I., Srimulyani, E. (2022). Silent struggles: women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh, Journal of Peace Education, 1-24. doi: https://doi.org/10.1080/17400201.2022.2052826

Gupta, J., Bavinck, M., Ros-Tonen, M., Asubonteng, K., Bosch, H., van Ewijk, E., Hordijk, M., Van Leynseele, Y., Lopes Cardozo, M., Miedema, E., Pouw, N., Rammelt, C., Scholtens, J., Vegelin, C., Verrest, H. (2021). COVID-19, poverty and inclusive development, World Development, 145, 105527. doi: https://doi.org/10.1016/j.worlddev.2021.105527

Novelli, M., Lopes Cardozo, M. T. A., Smith, A. (2019) The ‘4 Rs’ as a tool for critical policy analysis of the education sector in conflict affected states, Education and Conflict Review, 2, 70-75.

Shah, R. A., Lopes Cardozo, M. T. A. (2019) Achieving educational rights and justice in conflict-affected contexts, Education and Conflict Review, 2, 59-64.

Lopes Cardozo, M. T. A. and Srimulyani, E. (2018), Analysing the spectrum of female education leaders’ agency in Islamic boarding schools in post-conflict Aceh, Indonesia. Gender and Education, 1-17. DOI: https://doi.org/10.1080/09540253.2018.1544361

Novelli, M., Lopes Cardozo, M.T.A. and Smith, A. (2017),The 4Rs Framework: Analyzing Education’s Contribution to Sustainable Peacebuilding with Social Justice in Conflict-Affected Contexts’, Journal on Education in Emergencies, 3(1), pp. 14-43 DOI: https://doi.org/10.17609/N8S94K

Duncan, R. and Lopes Cardozo, M.T.A. (2017), ‘Reclaiming Reconciliation through Community Education for the Muslims and Tamils of post-war Jaffna, Sri Lanka’, Research in Comparative and International Education, 12:1, pp. 76-94.

Lopes Cardozo, M.T.A. & Shah, R.A. (2016) ‘The fruit caught between two stones’: the conflicted position of teachers within Aceh’s independence struggle’,  Globalisation, Societies and Education, 14(3), pp. 331 – 344.

Shah, R. A., & Lopes Cardozo, M. T. A. (2016) ‘Transformative teachers or teachers to be transformed? The cases of Bolivia and Timor Leste’, Research in Comparative and International Education.

Lopes Cardozo, M.T.A. & Shah, R.A. (2016) A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuildingComparative Education, pp. 1-22

Lopes Cardozo, M.T.A., Fritsch, F., Niskanen, T. (2015) ‘Book Review: Schools for Conflict or for Peace in Afghanistan’, by Dana Burde, South Asia Journal.

Lopes Cardozo, M.T.A., Sawyer, J., Talavera Simoni, M.L. (2015) Machismo and Mamitas at school: exploring the agency of teachers for social gender justice in Bolivian education.’ European Journal of Development Research 27, pp. 574–588.

Lopes Cardozo, M.T.A. (2015), Bolivian teachers’ agency: Soldiers of liberation or guards of coloniality and continuation? Education Policy Analysis Archives, 23(4), pp. 1-24.


Lopes Cardozo, M. T. A., Maber, E. J. T. (Eds.)  (2019). Sustainable Peacebuilding and Social Justice in Times of Transition: Findings of Education in Myanmar. Spinger. https://doi.org/10.1007/978-3-319-93812-7


Lopes Cardozo, M.T.A. (2021), Chapter 16: Peer and self-assessment for student-led activities in Boor, I., Gerritsen, D., de Greef, L. & Rodermans, J. (eds) Meaningful Assessment in Interdisciplinary Education – A Practical Handbook for University Teachers. Amsterdam University Press, pp. 113-119. ISBN: 10.5117/9789463729048

Lopes Cardozo, M.T.A & Shah, R. (2021), (Re)examining the Politics of Education in Crisis and Conflict-affected Contexts, in McCowan, T. & Unterhalter, E. (eds) Education and International development: An Introduction (2nd Ed.), Bloomsbury Publishing, pp. 227-248.

Shah, R. & Lopes Cardozo, M.T.A. (2020), Rethinking the state and education in conflict-affected contexts: a co-constructed auto-ethnography of supportive mentorship and academic friendship, in: Bonal, X., Coxon, E., Novelli, M. and Verger, A. (eds) Globalisation, Education and The State, Essays in Honour of Roger Dale, Peter Lang Publishing, pp. 95-106

Lopes Cardozo, M. T. A. , Maber, E. J. T. (2019), ‘Introduction: Findings on the Role of Education in Myanmar’ in: M. T. A. Lopes Cardozo and E. J. T. Maber (eds) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar (pp. 1-11). Springer. https://doi.org/10.1007/978-3-319-93812-7

Lopes Cardozo, M.T.A. (2019), ‘Analytical Framework and Methodological Approach to Research Education and Peacebuilding’ in: M. T. A. Lopes Cardozo and E. J. T. Maber  (eds) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar (pp. 13-31). Springer.  https://doi.org/10.1007/978-3-319-93812-7

Lopes Cardozo, M. T. A., Shah, R. (2019), ‘Myanmar’s Education System: Historical Roots, the Current Context, and New Opportunities’ in: M. T. A. Lopes Cardozo and E. J. T. Maber (eds) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar (pp. 65-86). Springer.  https://doi.org/10.1007/978-3-319-93812-7

Shah, R., Aung, K. M., Lopes Cardozo, M. T. A. (2019), ‘Education and Policy Challenges of a Situation in Flux’ in: M. T. A. Lopes Cardozo and E. J. T. Maber (eds) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar (pp. 87-113). Springer. https://doi.org/10.1007/978-3-319-93812-7

Higgins, S., Lopes Cardozo, M. T. A. (2019), ‘Youth Agency for Peacebuilding in and Beyond Education: Possibilities and Constraints’ in: M. T. A. Lopes Cardozo and E. J. T. Maber (eds) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar (pp. 185-208). Springer. https://doi.org/10.1007/978-3-319-93812-7

Higgins, S., Lopes Cardozo, M. T. A., Maber, E. J. T. (2019), ‘Drawing Conclusions: The Role of Education in Moving Towards Sustainable Peace in Myanmar’ in: M. T. A. Lopes  Cardozo and E. J. T. Maber (eds) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar (pp. 251-261). Springer.  https://doi.org/10.1007/978-3-319-93812-7

Lopes Cardozo, M.T.A. and Novelli, M. (2018), ‘Education in Emergencies, tracing the evolution of a field’, in: Verger, Kosar-Altinyelken and Novelli (eds), Global Education Policies (second edition), Bloomsbury: London/New York, pp. 233-254

Shah, R. A., & Lopes Cardozo, M. T. A. (2015), The Politics of Education in Emergencies and Conflict. In T. McCowan, E. Unterhalter (Eds.) Education and International Development: An introduction (pp. 181-200). London: Bloomsbury Academic (This book received the PROSE Award in February 2016).

Lopes Cardozo, M.T.A. & Shah, R. (2015), Situating studies of education and conflict within the evolving field of comparative and international education: past, present and future. In Z. Gross and L. Davies (Eds.) ‘The contested role of education in conflict and fragility’. The World Council of Comparative Education Societies (WCCES), pp. 249 – 256.


De Wit, M., van den Bergh, Buijs, D. Lopes Cardozo, M.T.A., van der Wee, M., Wals, A. (2022), Regeneratief onderwijs: samen op onderzoek uit, with contributions by Hordijk, M., Tieks, N., and Wessels, K. White Paper of the Community of Practice Regenerative Higher Education, Centre of Expertise Mission Zero, Haagse Hogeschool, May2022, available online via link

Flemming, J., Shah, R., Chinnery, J., Lopes Cardozo, M.T.A., Tamer, T. and Boisvert, K. (2021), Dynamics and Dilemmas within the Education in Displacement ecosystem, Report commissioned within Porticus’ All Eyes on Learning Global Programme for Education in Displacement, Porticus/Tauwhirotanga, June 2021, available online at https://hdl.handle.net/2292/55435 and https://bit.ly/3qQAD5K

Boisvert, K., Chinnery, J.,  Tamer, T., Shah, R., Flemming, J., Lopes Cardozo, M.T.A. (2021), Monitoring, Evaluation, and Learning (MEL) Framework All Eyes on Learning, Education in Displacement, prepared by Tauwhirotanga Ltd

Lopes Cardozo, M.T.A., Novelli, M., Smith, A. (2019), Textbook content as a symptom of deeper struggles: A ‘4Rs’ Framework to analyze education in conflict-affected situations, Essay 18 in: A. Smart, M. Sinclair, A. Benavot, J. Bernard, C. Chabbott, S.G. Russell and J. H. Williams (eds), NISSEM Global Briefs: Educating for the social, the emotional and the sustainable.  Open access: https://www.nissem.org/node/269

Lopes Cardozo, M.T.A., Scotto, G. (2017), Youth Peacebuilding and the Role of Education, Thematic Paper prepared as input for the UN Youth, Peace and Security Progress Study, INEE/Youth4Peace, online publication December 2017: available here

Shah, R., Maber, E., Lopes Cardozo, M. T. A., Paterson, R. (2016), Peacebuilding, Education and Advocacy in Conflict-affected Contexts Programme: UNICEF Programme Report 2012-2016. New York, USA: United Nations Children’s Fund (UNICEF)

Higgins, S., Maber, E., Lopes Cardozo, M.T.A., Shah, R. (2016), Education and peacebuilding in Myanmar. Research Consortium Education and Peacebuilding, University of Amsterdam, available on request Report (207 pages), and online available: Country Report Summary (35 pages), Executive Summary (English and Burmese, 20 pages) and ‘Briefing Note’ (3 pages) at: https://educationanddevelopment.wordpress.com/rp/outputs-research-consortium/

Lopes Cardozo, M.T.A., Higgins, S. & Le Mat, M.L.J. (2016) Youth Agency and Peacebuilding: An Analysis of the Role of Formal and Non-Formal Education. Synthesis report on findings from Myanmar, Pakistan, South Africa and Uganda, Research Consortium on Education and Peacebuilding, University of Amsterdam.

Shah, R., Maber, E.M., Lopes Cardozo, M.T.A., Paterson, R. (2016) Peacebuilding Education and Advocay Programma, UNICEF Programme Report 2012-2016, June 2016, UNICEF: New York.

Carapic, J. and Lopes Cardozo, M.T.A. (2016) Education, urban violence, and youth: exploring pathways or roadblocks for ‘peace’ in the city, NORRAG Working Paper


Lopes Cardozo, M.T.A, Dumitrescu, R., & Zuntova, G. (2021), Teaching Innovations for Inclusive Education: Comenius Carrousel Workshop Reflections, [Blog post] Available at Chief Diversity Officer Blog: https://uvadiversity.blog/2021/03/17/teaching-innovations-for-inclusive-education-comenius-carrousel-workshop-reflections/?_thumbnail_id=2186 (17 March 2021).

Lopes Cardozo, M.T.A. (2021)Kritische verkenning van inclusieve ontwikkeling en diversiteit, Mieke T.A. Lopes Cardozo, Onderwijskennis.nlhttps://www.onderwijskennis.nl/kritische-verkenning-van-inclusieve-ontwikkeling-en-diversiteit 

Allan, J., Lopes Cardozo, M.T.A., Brand, M., Engel, V., Mormoris, A. & Ulkat, E. (2020). “STORIE – Our work in inclusive education” [Blog post] Embedding Equality, Diversity and Inclusion: https://embeddingedi.com/2020/06/29/supporting-transformation-of-our-organisations-by-regenerating-inclusive-education/ (29 June 2020)

Deunk, M., Lopes Cardozo, M.T.A., van der Veen, C. , Bonjour, S. & van den Brink, M (2020). “Beyond diversity: a broad view of inclusive higher education”. [Blog post] ComeniusNetwerk: https://www.comeniusnetwerk.nl/actueel/1548935.aspx?t=Voorbij+diversiteit%3a+een+brede+kijk+op+inclusief+hoger+onderwijs+ (15 January 2020)

Brandt , C. & Lopes Cardozo, M.T.A. (2019).. Teacher well-being in protracted crises: conceptual caveats (Lessons from the DR Congo) [Blog post]. UKFIET: The Education and Development Forum: https://www.ukfiet.org/2019/teacher-well-being-in-protracted-crises-conceptual-caveats-lessons-from-the-dr-congo/ (07 November 2019)

Mieke T.A. Lopes Cardozo (2017), Young People’s Demands – Sustainable Peacebuilding Through Meaningful Education, Fridays at MUNPlanet, online article (16 March 2017)

Lopes Cardozo, M.T.A., Carapic, J. Monks, J. (2016) ‘(Mis-)Educating the Ghettoes of our World – Is there a collective neglect of the Role of Education for Youth in Violent Cities Around the World? NORRAG blog


Lopes Cardozo, M.T.A. (2022), Designing Edcuation For All – How can we design the future of education. In the series Designing Cities For All moderated by Jörgen Fong in Pakhuis de Zwijger [Livecast] (9 May 2022).

Lopes Cardozo, M.T.A. (2021), Teachtalk – Mieke Lopes Cardozo. In A. Schwittay CreativeUniversities [Interview] (4 November 2021).

Lopes Cardozo, M.T.A. (2021), A Conversation on Education, Peacebuilding and Reconciliation: A Regenerative Lens [Lecture], Invited keynote for University of Toronto, OISE/CIDED online webinar, 19 October 2021, University of Toronto

Lopes Cardozo, M.T.A. (2021), The University as Constructive Disruptor [podcast]. The Regenerative Education Podcast by Bas van den Berg (host). Available online. [Accessed 5 October 2021].

Lopes Cardozo, M.T.A., video interview, Wat betekent democratie voor jou?  [Interview], UvA FMG, Universiteit van Amsterdam (March 2021).

Lopes Cardozo, M., Coetzee, A., (2020), #1 – Why Education Is Crucial For Peace Building. [Podcast] CSDS Developcast. Podcast interview available online [Accessed 17 December 2020].

Lopes Cardozo, M.T.A. (2017), Invited speaker for online webinar hosted by The Washington Network on Children & Armed Conflict on Education and Peacebuilding [Lecture]. Summary Blog and Webinar recording available (31 January 2017).

Lopes Cardozo, M.T.A., Shah, R. (2017), Education for sustainable peace? FreshEd  [Podcast interview],(10 April 2017), Available at https://soundcloud.com/freshed-podcast/freshed-68

Lopes Cardozo, M.T.A. (2017), Critical Development and Diversity Explorations (CDDE) – A transformative education experiment within International Development Studies (IDS). Invited speaker for the AISSR seminar on ‘Designing Diversity: developing innovative & inclusive courses’, 8 June 2017

Lopes Cardozo, M.T.A. (2017) Opportunities for inclusive higher education, keynote, UvA Teaching Day, 31 May 2017.

Lopes Cardozo, M.T.A. (2017) Invited speaker for Expert Meeting on Law, Education and the Sustainable Development Goals’ roundtable, The Hague Institute for Global Justice/Protecting Education from Insecurity and Conflict (PEIC/Qatar), 19 May 2017, The Hague.

Lopes Cardozo, M.T.A. (2017) Researching the role of education and youth in sustainable peacebuilding. Invited speaker for Oxford Peace Conference, 6 May 2017.

Lopes Cardozo, M.T.A. and Mendenhall, M. (2017), Mapping the Field of Education in Emergencies, invited speakers for INEE seminar, University of Minho, Braga (Portugal), 5-7 April 2017.

Lopes Cardozo, M.T.A. (2017) Problematizing “agency” of educators and students in conflict-affected contexts. Conference presentation Comparative International Education Societies (CIES) in Atlanta, March 4-9 2017.

Lopes Cardozo, M.T.A. (2016), Education for Peacebuilding – notions of peace, Invited guest speaker at LSE/Institute of Education 20 February 2017.

Lopes Cardozo, M.T.A. (2016) Invited seminar presentation at University of Maastricht, UNU MERIT, Graduate School of Governance, GPAC2 seminar, 24 November 2016 “Researching the role of education and youth in sustainable peacebuilding”

Lopes Cardozo, M.T.A. (2016) Visiting scholar and invited speaker at Columbia University, Teachers College – 25th October 2016, ITS workshop “Teaching for peace or conflict? A conceptual journey to study educator’s and students’ agency for sustainable peacebuilding”.

Lopes Cardozo, M.T.A. (2016) Agents of Peace and Conflict, CPE (Cultural Political Economy) Conference Bristol University, 24-26 August 2016.

Lopes Cardozo, M.T.A. and Shah, R. (2016) The Role of Education for Human Security in Aceh Indonesia, invited speakers for International Conference “From Human Rights to Human Security”, Universitas Islam Negiri Ar-Raniry, meeting of Indonesian Deans of Political Sciences, 10 August 2016.

Lopes Cardozo, M.T.A. and Srimulyani, E. (2016) Reconsidering contextualised notions of dayah female education leaders’ agency for peacebuilding in the post-conflict and post-tsunami context of Aceh, Indonesia, conference presentation ICAIOS VI, Banda Aceh, August 2016.

Lopes Cardozo, M.T.A (2016) The role of formal and non-formal education for youth peacebuilding agency in Myanmar, Pakistan, South Africa and Uganda, Invited speaker for the UNICEF Regional Meeting of ROSA on Education and Peacebuilding in Colombo, Sri Lanka, May 2016.

Lopes Cardozo, M.T.A. (2016) Education and Youth Agency for Peacebuilding; Invited speaker for the World Bank Forum on Fragility and Conflict, Deep Dive Conference: The Role of Education in Conflict Affected Contexts, representing the Research Consortium as co-director and presenting on as part of the “research evidence presentations”, Washington DC, 1-3 March 2016 .

Lopes Cardozo, M.T.A. (2016) Peacebuilding education programmes for youth, Invited speaker for the Practictioner/Researcher Forum on Education, Conflict and Instability, hosted by the Centre for International Education, University of Sussex, 20-21 January 2016.

Lopes Cardozo, M.T.A. (2016) The role of formal and non-formal peacebuilding education programmes focusing on youth, Conference presentation, Comparative and International Education Societies (CIES), Vancouver, 6-10 March 2016.


Research Consortium Dissemination Seminar, Amsterdam 20-22 April 2016, proceedings in a Dissemination Seminar Report, The role of Education in Peacebuilding, Foundations, Findings and Futures, and a video.

Co-chair and convenor for the Special Interest Group on Education, Conflict and Emergencies of the Comparative and International Education Societies.

For full list of publications before 2015, see following document:

Webpage University of Amsterdam: http://home.medewerker.uva.nl/t.a.lopescardozo/


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