Abigail Smith

The current polycrisis – the complexity and interplay of numerous crises (economic, social, geopolitical) simultaneously, coupled with the consequences of human-induced climate change in our ever-divided world, demands that we, as a Society and field of scholar-practitioners, grow and re-examine the raison d’etre of education today. In this ever-changing educational landscape, the voices of students, now more than ever, are crucial to ensuring that Society remains inclusive, transparent, and grows in ways that reflect the just education futures we aim to create. My involvement with CIES includes reviewing conference proposals, presenting and moderating sessions, and membership in the Higher Education SIG. Given this experience and my previous service on the Boards of other social justice-related organizations, I have developed a clear understanding of the unique roles and responsibilities that come with representing others. I am ready to fulfill this responsibility as Student Representative on the CIES Board.

As a Black international woman in academia, I understand how structural inequities shape who is heard, whose knowledge is valued, and who feels a sense of belonging in our field. These experiences, alongside those of others navigating similar systems, inform my commitment to equity- and justice-centered leadership. My scholarly work is rooted in uncovering the powerful mechanisms of inequity, whether hidden behind the guise of politeness or embedded in enduring colonial structures. What connects my work is a commitment to examining how these forces operate across educational systems and contexts, often in ways that appear normalized. I re-imagine paths forward rooted in Afro and Caribbean futurisms, frameworks that center on refusal, dignity, relationality, and ways of knowing and being. However, in the current socio-political moments when the path forward seems impossible to imagine, I find myself engaging with others to boldly (re)imagine: what does a commitment to justice require of us? And how do we build something better for our descendants?

As I sit with these questions, I believe that other worlds(s) are possible. This belief comes from witnessing communities across the globe, from Cuba to South Africa, that (re)imagine, (re)create, and (re)encounter alternatives for just futures. Knowing this, I do not view education as a neutral project, but as one deeply entangled with power, politics, history, and possibility. As a doctoral student and future scholar, I approach leadership with this critical lens, grounded in both scholarship and lived experiences.

In Jamaica, we have a saying, “no man is an island.” This principle guides how I engage with academic communities, emphasizing collaboration, mutual accountability, and shared growth. As a student representative on the Board, I would remain grounded in this ethos by valuing collective wisdom while also engaging discomfort and disagreement as necessary parts of ethical governance. I am committed to listening deeply, communicating transparently, and reflecting critically on how I can better show up for my colleagues and the broader membership. I look forward to “tek up space” in this role and contribute meaningfully to the Board’s and Society’s work. I approach this opportunity with a commitment to a future that resists linearity, embraces complexity, and centers the pluriverse as we move toward educational and societal transformation.