Editior’s Note
WAdvancing Educational Equity
henitcomestobuilding trulyinclusiveanddiverse learningenvironments, fosteringeducationalequityforwomen leadersisacriticalstep.Womenbring auniqueperspectivetoeducational leadership,oftenprioritizing collaboration,empathyandfosteringa senseofbelongingforallstudents. Thistranslatestoclassroomsthat celebratedifferences,creatingasafe spacefordiversevoicesandlearning styles.
Moreover,byensuringequitable opportunitiesforwomentolead schoolsandeducationalinstitutions, wesendapowerfulmessageto students—regardlessofgender—that theirpotentialandleadership aspirationsarevaluedandachievable. Thisinclusivityfostersamorewellroundedlearningexperience,preparing studentstothriveinasocietythat
valuesdiverseperspectivesand collaboration.
Progressineducationalequityfor womenleadersisevident,withmany makingsignificantstridesinleadership positionsacrosstheglobe.Their achievementscontributetoamore balancedrepresentationwithinthe educationallandscape,drivingpositive changeandinnovation.Aswecontinue tosupportandrecognizetheir contributions,wemoveclosertoa futurewhereeducationalequityisa realityforall.
Welcometothelatesteditionof The Knowledge Review,wherewe celebrateandspotlight"Most PassionateWomenEducational LeadersInspiringWorld,2024."This editionunderlinesthetransformative impactofwomenineducation,
highlightingbroadertrendsof innovation,joyandsustainability.
Ourcoverstoryfeatures Dr. Bhavani Thuraisingham—atrailblazer fosteringrevolutionaryadvancesin computerscience.Wealsoshinealight on Laura Barton-Toyne—whosework ignitesjoyinnurserylifeand Marcela Ximendes—aCXOdedicatedto implementingenergyefficiency solutionsoncampusesanddrivingnetzeroobjectives.Thesestories exemplifythepowerfulstrideswomen leadersaremakingacrossdiverse fields,inspiringabrighter,more sustainablefuture.
-Maria Christopher Maria Christopher
Cover Story
C O N T E N TS Dr. Bhavani Thuraisingham
Fostering Revolutionary Advances and Enhancements in the Computer Science Field
Laura Barton-Toyne
Most Passionate
Educational Leaders
Inspiring World, 2024
Name Brief
Dr. Bhavani Thuraisingham
Designation
Founders Chair Professor of Computer Science, The University of Texas at Dallas
Dr. Bhavani stands out from other educators because she emphasizes an inclusive approach to learning at all levels. One of the most important aspects of her work has been educating a global community through presentations in multiple nations.
Lori Lynch
Nursery Principal, Kangaroo Kids Nursery Dubai
Vice Principal, Elko Institute for Academic Achievement
In her approach to childcare, Laura has a simple aim which is to ignite joy and nurture the natural curiosity that lives within every child.
Lori advocates for academic excellence and holistic development, ensuring that students receive a well-rounded education that prepares them for the future.
Head of Education Technologies, Radix
Co-founder, HELMEPA
Marcela leverages technology to enhance learning experiences, promoting innovative solutions to integrate tech seamlessly into educational environments.
Olga is dedicated to marine environmental protection, focusing on educating the public and fostering awareness about marine pollution and its prevention.
Olga Stavropoulou
Laura Barton-Toyne
Marcela Ximendes
Editor-in-Chief Mary D'souza
Managing Editor
Contributing Editor Maria Christopher Anish David
Art & Design Head
Co-designer David King Raul Belin
Business Development Executive
Sr Sales Manager Alice Smith Amy Wilson
Technical Consultants
Technical Head David, Robert Jacob Smile
Marketing Manager Digital
Circulation Manager Eric Smith Mark Clain
CORPORATE OFFICE
Founders Chair Professor of Computer Science, The University of Texas at Dallas
Thuraisingham Dr. Bhavani
Fostering Revolutionary Advances and Enhancements in the Computer Science Field
“
I have a 43+ year career, first working as a visiting faculty and then intense work in industry, federal lab, government, and now a tenured professor in US academia.
“
Cover Story
WomenLeadersinspire fellowwomenaspiringto breakstereotypesand chasetheirdreams.Whenthese intellectualleaderstakeleadership rolesintheeducationaldomain,they takechargeofcraftinganeducational set-upthatpromotestheupliftmentof societybyencouragingyoungmindsto explore,learn,andexcelinthe academicdomain.
Theseleadersmakegreateffortto elevatetheirschooltothehighestlevel ofacademicachievement.Theyhold thepowertocreateaninclusive learningenvironmentthatcaresfor everystudent'sspecialacademicneeds. Theyutilizetheresourcesprovidedby theeducationprogrammesand communitiessustainablytonurture wholesomedevelopmentattheschool.
Dr.BhavaniThuraisingham, FoundersChairProfessorof ComputerScienceatTheUniversity ofTexasatDallas,isaninspirational personalitywhoupholdspatienceand visionthroughouthercareerjourney Shehasabundantknowledgeand efficiency,withwhichshehas successfullybroughtprogressive transformationsintheeducational realm.
TheJourneytowardsSuccess
Aftercompletingherundergraduate studiesinMathematicsandPhysicsat theUniversityofCeylon,nowSri Lanka,atage20,Dr.Bhavani'sjourney beganin1975.Sinceherfatherhad diedfouryearsearlierwhenshewas onlysixteen,hermaternalunclehad insistedthatshegetmarriedbefore startinggraduateschoolintheUnited KingdomortheUnitedStates.
Fortunately,herhusbandwasfinishing hisPh.D.inPhysicsattheUniversity ofCambridgeinEngland,andher unclearrangedhermarriage.
Shecompletedherfinalexamshortly beforehermarriageinApril1975, movedtoEnglandwithherspouse,and enrolledattheUniversityofBristolfor hergraduatestudies.
Asopportunitiesexpandedafter receivingherPh.D.,sheandherfamily movedtotheUS.Herhusbandgota positionatthePetroleumRecovery ResearchCentreinSocorro,New Mexico.Shereceivedanofferfrom NewMexicoTechtobecomeatenuretrackassistantprofessorofcomputer science.Whenhersonwasababy,she declinedandacceptedajobasa visitingprofessorinstead.Afterayear, thefamilymovedtoMinneapolis, wheresheworkedattheUniversityof Minnesotafortwoyears.
Afterthat,sheenteredtheprivate sector,workingasaSeniorSoftware DeveloperatControlDataCorporation andsubsequentlyasaPrincipal ResearchScientistatHoneywell.She beganworkingincybersecurityand datascienceatHoneywellandalsoas anadjunctprofessorattheUniversity ofMinnesota.Oncemore,thefamily relocatedtoBoston,Massachusetts,
wheresheworkedfor13yearsata FederalLabcalledtheMITRE Corporationandalsotookonaposition asanadjunctprofessoratBoston Universityandcontinuedherworkin cybersecurityanddatascience.
Afterspendingthreeyearsasa ProgrammeDirectorattheNational ScienceFoundationinWashingtonDC whileonassignmentfromMITRE,she joinedtheUniversityofTexasat Dallasasatenuredprofessorin October2004.Shecommittedherself fullytoacademiainTexas,pursuinga careerinacademicresearchand teaching.
ADeterminationtoIlluminatethe WorldwithEducation
Dr.Bhavaniisabigadvocateof lifelonglearning.She,therefore,taught cybersecurityanddatasciencetoa globalcommunityinconjunctionwith learningnewsubjects.Whilewaiting foravisatoimmigratetotheUS,she beganteachinghighschoolstudentsin theUK.Sheimpartedknowledgeto USaudiencesthroughseminarsand lectures,includinginthecommercial industry,theUSgovernmentagencies,
“
While educating my students, I also give motivational talks, so they don’t get despondent when they find it difficult to get jobs.
“
Most Passionate Women Educational Leaders Inspiring World, 2024
anduniversitystudents.Shedidthis from1980until2004untilshestarted workingfull-timeinacademia.
Hergreatestpassionisteaching students.Shehastrainedstudents worldwide,includingattheUniversity ofDschanginCameroon,Africa. Throughteachingothers,shegained evenmoreknowledgeincomputer scienceandvariouscommunities' approachestoeducation.She genuinelyappreciatestheopportunity topursueherpassionforeducating people.
AProficientEducator
Dr.Bhavaniclaimsthatteachingcyber securityanddatasciencetoher studentsisherprimaryobjective.She alsogivesmotivationalspeechesto keepthemfromgivingupwhenthey havetroublefindingwork.For example,shediscusseshowlearningis acontinuousprocessthroughoutone’s lifeandwhattoolsandtechnologies peoplecanusetostayhighly competitiveintheworkforce.
Shealsogivesthemadviceneverto giveup.Theywillsucceedeventually eveniftheydon'tgetwhattheywant immediatelyiftheyworkhardand haveself-confidence.Shediscussesthe importanceofhavingamentorand offersfirst-handaccountsofher experiences.Accordingtoher,one needsasolidsupportsystemtothrive intheworkplace.Shegivesequal weighttothetheoreticalandpractical facetswheninstructingherstudents.
Forthesystemstheydesign,theymust offeratheoreticalfoundation.Buttheir priorityneedstobedevelopingusable andefficientsystems.Forherstudents, thesemethodshaveproventobe effective.
ACaringLeader
Thehappinessandmotivationofher teammembersareDr.Bhavani'smain priority.Inotherwords,don'tforcethe pupilstoproducesomethingtheyare notpassionateabout.Sheinformsthem oftheimportanceofwork-lifebalance. Thephrase "work-life balance" has beenderidedbysome.Ontheother hand,havingacalmhomeisnecessary foracademicsuccess.Similarly,having issuesatworkpreventsonefrom havingapeacefulhome.Forthis reason,anyproblemthatastudenthas mustberesolvedrightawaycannotbe allowedtofester.Dr.Bhavani explainedhowshejuggledworkand schoolwhilefocusingonmarriage, motherhood,andnowgrandmotherhood.It'snotsimple.Ateverystage, trade-offsneedtobemade.Shetries herbesttolistentoandadviseher students,emphasizingthateachperson isuniqueandthatgivingtheirbest effortratherthancompetingwithone anotherisessential.
Shetellsthemthatsheevaluatesher performanceforthedaybeforegoing tobed,askingherselfifshedidher bestandwhatshecouldhavedone bettereachnight.Asithasbeensaid, “Tomorrow is another day.” Going backtoherobjectives,shewantsto createaworkenvironmentwhere individualsareinspiredtoperformto thebestoftheirabilities.
SailingthroughtheChallenges
Dr.Bhavanihasencounteredseveral challengesinhercareer.Highly qualifiedstudentsarewhatthe UniversityofTexasatDallasmost definitelyneeds.Giventhatevery universityviesforthebeststudents,it ischallenging.Thesestudentsgoonto workinacademia,industry,and governmentafterproducing outstandingresearchandlearningsome ofthenewesttechnologies.Tokeepthe institute'sreputationintact,theyneed todoanexcellentjobatwhattheydo.
ThismotivatesDr.Bhavaniandher grouptohiremoregiftedpupils.They alsomakeuseofpersonalconnections. Forinstance,manyteammembers recruitstudentsfromthehome universitieswheretheycompletedtheir undergraduatedegreesandfindthebest candidatesfromtheseschools.Tohire thetopstudents,theynetworkat conferencesaswell.Theycanrecruit studentsfromdifferentuniversities acrosstheworldinthisway.Dr. Bhavaniandherteamrequireavaried groupofstudents,eachbringingtheir uniquetalentandcreativeideasto ensureeveryonesucceedsand producesworkofahighercaliber
Workingwithafewsomewhatdifficult coworkershasbeenanotherpersonal challengeinhercareer.Itwasearlyin hercareerwhenthisoccurred.Shewas fortunatelyassistedinovercomingthis obstaclebyanexcellentmentor This experiencemadehermoredetermined, andinaway,shethankshercritics
becausethesesetbackshavehelpedher succeedmoreinhercareer
Accordingtoher,notwopeopleare alike,whichpresentsachallengeinthe classroom.Studentscomefrom differentcountriesandbackgrounds, eachwithitsownculture.Herjobisto motivatethestudentstogiveittheir all.Shetriestomeetwithstudentsas oftenaspossibleiftheywantto,even thoughhaving80studentsinherclass makesitdifficulttoprovidethemwith individualizedinstruction.Shewants toavoidpressuringthem.Tohelpthem understandtheproblems,shealso providesfeedbackontheir performanceearlyinthesemester
Shealsoprovidesthestudentswith linkstootherresourcestolearnmore. Sheisawarethatsomestudents experienceanxietybeforeexams.She thusassignsthemtake-hometestsand
warnsthemthatcheatingwillresultin areport.Theyareencouragedto performwellwhengivenflexibility whilestillbeingheldaccountablefor theirwork.Shealsoadvisesthemto readasmuchaspossibleaboutthe subjecttoprepareforthetake-home
examsandanswerquestions. Sheassignsthemprogrammingtasks tocompleteingroups.Thisisthemost productiveportionofthecoursesince theyenjoyworkingasateam,which willhelpthemintheirfuturecareers. Lastly,shetakesthemonfieldtrips,
“
My
main goal is for our team to be happy and motivated in what we do. Do not push the students to produce at any cost.
“
likevisitstogovernmentandindustry laboratories,tohelpthemunderstand whathappensintherealworldand inspirethemtodowell.
ContributionsinEnhancing Education
Dr.Bhavaniwashiredbythe UniversityofTexasatDallasasa tenuredfullprofessortofoundand directtheCyberSecurityResearchand EducationInstitute.Theresourceswere limitedatthattime.So,shehadto prioritize.Sheselectedtopfacultyin certainresearchareasandstarted collaboratingwiththemonwriting proposalsanddevelopingcurriculum. Shethenexpandedintomorevaried researchareasincybersecurity
Asaresult,theUniversityofTexasat Dallasbecameknownasoneofthe premierinstitutesinDataand ApplicationsSecurityandPrivacy. Then,shestartedrecruitingtalentin systemssecurity,programming languagesecurity,cyber-physical systemssecurity,andcryptography Thismadetheinstituteareasonably comprehensiveoneincybersecurity. Themostessentialconstituentsarethe studentsatalllevels,e.g.,BS,MS,and PhD.Theinstitutealsoestablished educationprograms,degrees,and certificatesforthestudents,and
Dr.Bhavaniandherteamtrytheirbest torecruitthebestandbrightest.
ThePh.D.studentsconductinnovative researchtosolvethechallenging problemsincybersecurity.Shethen begancollaboratingwithothercolleges inheruniversity,suchassocial sciences,politicalsciences,andpublic policy,andestablished interdisciplinaryresearchand educationprograms.Theinstituteis nowconsideredoneofthepremier institutesincybersecurity,andDr. Bhavaniisoneofthedrivingforcesin this.Inrecognitionofherhardwork, theuniversitypromotedhertothe FoundersChairProfessorinComputer ScienceandEngineering.
PrestigiousAwardsand Achievements
Dr.Bhavaniisblessedtohavewon numeroussignificantawardsand fellowships.Asacomputerscientist, softwareengineerandscientist,she holdsthethreemostessential fellowships:theAssociationfor ComputingMachinery(ACM),the InstituteforElectricalandElectronics Engineers(IEEE),andtheAmerican AssociationfortheAdvancementof Science(AAAS),Sheiswell-knownin theinnovatorscommunityduetoher fellowshipintheNationalAcademyof Inventors(NAI),headquarteredinthe UnitedStates.
Sheisalsoafellowofnumerousother organizations,theBritishComputer Societybeingoneofthemost prominent.Shehasalsowongreat recognitionfromassociationslikethe IEEEandACM,includingbeing awardedtheIEEEComputerSociety (CS)2023TaylorL.BoothAwardfor Education.Shesays, “As an educator, I cannot ask for more.”
Additionally,shereceivedthe distinguishedrecognitionfromthe IEEECSin1997,theEdwardJ. McCluskeyTechnicalAchievement award.
What differentiates me from others in education is that I focus on an inclusive approach to education at all levels. “ “
Additionalrecognitionsincludethe IEEECSTechnicalCommittee(TC) ServicesComputing2017Research InnovationAward,theIEEECSTC CloudComputing2022Womenin CloudComputingAward,theIEEE CommunicationsSociety(Comsoc) 2019TechnicalRecognitionAward,the ACMSIGSAC2010Outstanding ContributionsAward,andtheACM SIGSACCODASPYLastingResearch Award.Herworkatthenexusof cybersecurityanddatasciencehas garneredheralmosteveryprestigious awardinthisfield.
AVisionaryLeader
Dr.Bhavanistandsoutfromother educatorsbecausesheemphasizesan inclusiveapproachtolearningatall levels.Oneofthemostimportant aspectsofherworkhasbeeneducating aglobalcommunitythrough presentationsinmultiplenationson everycontinent.Sinceeveryonehas accesstovirtualeducationthesedays, thepandemichasallowedhertoreach outtocountriessheotherwisewould nothavebeenableto.Additionally,she teachesthegeneralpublicandK–12 students.
Sheinstructsandguideshighschool studentsinsummerschoolather university,forinstance,everysummer. Toencouragepeopletopracticegood cyberhygiene,shealsopresentstalks atthepubliclibrariesinher community.Shewasgiventhe followingcitationinrecognitionofher IEEECSTaylorL.Boothaward: “For Outstanding Leadership in Cyber Security Education and Data Science Education as well as Mentorship of Members of Systemically Marginalized Groups.” ThisquotefromIEEECS sumsitallup.
The etical F amew ks for Women Educational Leaders
Power, Identity and Agency
Whenconsideringtherealm
ofeducationalleadership, theroleofwomenhas progressedsignificantlyovertheyears. Frombeingunderrepresentedto increasinglytakingonleadership positions,womenhavenavigateda complexdomainshapedbysocietal expectations,culturalnormsand institutionalbarriers.Thisjourneyis intricatelytiedtotheoretical frameworksthatnotonlyexplainthe phenomenaofwomeninleadershipbut alsoadvocatefortheirempowerment andadvancement.
Theoretical Frameworks for Women Educational Leaders
Atitscore,thephrase"theoretical frameworks"referstoestablished theories,modelsandperspectivesthat providealensthroughwhichwecan understandcomplexsocialphenomena. Inthiscontext,theseframeworksserve toanalyzeandinterpretthechallenges, successesanddynamicsthatwomen faceinleadershippositionswithin educationalinstitutions.
Power, Identity and Agency
Thesubtitlehighlightsthreecrucial conceptsthatareessentialto understandingtheexperiencesof womeneducationalleaders:
• Power:Theabilitytoinfluence othersandmakedecisions,which canbeshapedbysocietal structuresandorganizational hierarchies.
• Identity:Howindividualsperceive themselvesandareperceivedby others,ofteninfluencedbygender roles,culturalnormsandpersonal experiences.
• Agency:Thecapacityof individualstoactindependently andmaketheirownchoices,often constrainedorempoweredby societalexpectationsand institutionalcontexts.
Theseconceptsareinterlinkedand shapetheleadershipexperiencesof womenineducationalsettings.Power dynamicscaninfluencehowidentities areconstructedandperceived,which inturnaffectstheagencyofwomen leaderstoeffectchangeandlead effectively
TheCorrelation
Theoreticalframeworksprovidea deeperunderstandingofthechallenges facedbywomeninleadership positionsandofferinsightsinto strategiesforempowermentand advancement.
This article will analyze into several prominent theoretical frameworks that have been used to analyze the experiences of women educational leaders, examining how these frameworks can inform policies and practices to support and promote gender equity in educational leadership.
TheoreticalFrameworksfor UnderstandingWomenEducational Leaders
Feminist
Theory
Feministtheoryprovidesa foundationalframeworkfor understandingtheexperiencesof womeneducationalleaders. Itcritiquespatriarchalstructuresand highlightshowgendernormsand biasesinfluenceleadership
opportunitiesandperceptions.Feminist scholarsarguethateducational leadershiphashistoricallybeen dominatedbymenandthisdominance hasperpetuatedgenderinequalitiesin educationalsettings.
Thekeyconceptsinclude:
• Intersectionality:Thisconcept, developedbyKimberléCrenshaw, emphasizeshowdifferentsocial identities(suchasgender,race, class,etc.)intersectandinfluence oneanother,shapingindividuals' experiencesandopportunities.
• Gendered Organizations:This perspectiveexamineshow educationalinstitutionsare structuredinwaysthatadvantage menanddisadvantagewomen, therebyperpetuatinggender inequitiesinleadership.
ImplicationsforWomenEducational Leadersaccordingtothistheory comprisesthefollowing:
• Feministtheoryencouragespolicy andpracticechangesthatpromote genderequityineducational leadership.
• Itadvocatesformentorship programs,leadershipdevelopment opportunitiesandpoliciesthat addressgenderbiasesinhiringand promotion.
Critical Race Theory
CriticalRaceTheory(CRT)examines howraceandracismintersectwith othersocialidentities,including gender,toshapeeducational opportunitiesandoutcomes.While initiallyfocusedonrace,CRThas expandedtoincludegenderasacritical axisofanalysis.
Thekeyconceptsinclude:
• Interest Convergence:Derrick Bell'stheorysuggeststhat progressforracialminorities(and byextension,women)occurs whentheirinterestsconvergewith theinterestsofthedominant group.
• Counterstories:Narrativesthat challengedominantnarrativesof raceandgender,offering alternativeperspectivesthat highlighttheexperiencesof marginalizedgroups.
ImplicationsforWomenEducational Leadersaccordingtothistheory comprisesthefollowing:
• CRTcallsattentiontotheunique challengesfacedbywomenof colorineducationalleadership positions.
• Itadvocatesforpoliciesthat recognizeandaddress intersectionalformsof discriminationandinequity.
Social Identity Theory
SocialIdentityTheory(SIT)explores howindividuals'self-conceptsaretied totheirmembershipinsocialgroups andhowthisaffectstheirbehaviorand interactionswithinorganizations.
Thekeyconceptsinclude:
• Ingroup vs. Outgroup:Peopletend tofavormembersoftheirown group(ingroup)overthosewho arenotmembers(outgroup), whichcanleadtobiasesin leadershipperceptionsand opportunities.
• Identity Salience:Theimportance ofaparticularsocialidentity(e.g., gender)inshapingbehaviorand outcomes.
ImplicationsforWomenEducational Leadersaccordingtothistheory comprisesthefollowing:
• SIThelpsexplainhowgender
identityinfluencesperceptionsof leadershipeffectiveness.
• Itsuggestsstrategiesfor increasingthesalienceofgender identityinpositiveways,suchas throughleadershipdevelopment programsthatpromoteinclusive leadershippractices.
Power,IdentityandAgencyin WomenEducationalLeaders
Power
Powerdynamicsineducational leadershipcanperpetuategender inequalities.Womenmayface challengesinaccessingdecisionmakingrolesandopportunitiesto influenceinstitutionalpoliciesand practices.
Thestrategiesforempowermentinthis contextinclude:
• Advocatingforpoliciesthat promotegenderdiversityin leadership.
• Creatingmentorshipand sponsorshipprogramsforwomen leaders.
• Addressingunconsciousbias throughtrainingandawareness programs.
Identity
Genderidentityinfluenceshowwomen areperceivedasleadersandtheirown perceptionsoftheirleadership capabilities.Genderstereotypescan shapeexpectationsandlimit opportunitiesforwomeninleadership.
Thestrategiesforempowermentinthis contextinclude:
• Challengingstereotypesthrough visibilityandleadershiprole modeling.
• Promotinginclusiveleadership stylesthatvaluediverse perspectives.
• Establishingnetworksandsupport systemsforwomenleadersto shareexperiencesandstrategies.
Agency Agencyreferstotheabilityofwomen leaderstoactindependentlyand influencetheirenvironments.
Structuralbarrierscanconstrain agency,makingitessentialtoaddress systemicinequities.
Thestrategiesforempowermentinthis contextinclude:
• Providingleadershiptrainingand professionaldevelopment opportunities.
• Advocatingforpoliciesthat promotework-lifebalanceand family-friendlyworkplaces.
• Supportingwomen'snetworksand communitiesofpractice.
Conclusion
Thetheoreticalframeworksoffeminist theory,criticalracetheoryandsocial identitytheoryprovidevaluable insightsintotheexperiencesofwomen educationalleaders.Theseframeworks highlightthecomplexinteractions betweenpowerdynamics,identity constructionsandtheagencyof womenleaderswithineducational settings.
Movingforward,itisessentialto continueapplyingtheseframeworksto informpoliciesandpracticesthat promotegenderequityandempower womentothriveineducational leadershiproles.
Futureresearchandinitiativesshould focusonadvancingintersectional approachesthataddresstheunique challengesfacedbywomenofcolor andothermarginalizedgroupsin educationalleadership.Bycontinuing tointegratetheoreticalinsightswith practicalapplications,wecancreate moreinclusiveandequitable educationalenvironments.
Laura Barton-Toyne
Igniting Joy in Every Facet of Nursery Life
| April 2024
Nursery Principal, Kangaroo Kids Nursery Dubai
Laura Barton-Toyne
Anurseryisachild’sfirst formalintroductiontothe outerworld.Withtheideal foundationlaidbynurseries,children marchfurtherthroughallthelayersof formaleducationandcarveanichefor themselvesinacompetitiveworld.But irrespectiveofhowtheirpathsand destiniesare,theytendtoremember theirfirstteacherwhohelpedthemtake thefirstidealstepoftheirlives.
Forhundredsofstudentswhograced theKangarooKidsNursery,Laura Barton-Toyneisdefinitelyaname theywillrecallandhavetheutmost admirationfortherestoftheirlives. Withherempatheticnature,passionfor
childcare,andhersurroundingswhich werefilledwithremarkablewomen, Laurawasdestinedtoenterthisfield.
Laura'sJourneyfromherchildhoodto becomingaNurseryPrincipalisa manifestationofherlifelong aspirations.Shebelievesthepathof childcarechoseherthantheotherway around.
Shebelievesthatthesheerjoyand fulfillmentShegotfromspendingtime withchildren,eveninherownyouth, hasalwaysbeenacherishedaspectof herlife.Lauranaturallyfindsherself takingonleadershiproleswithin groupsofpeers,
“ “ I believe that the greatest reward lies in knowing that I'm making a positive difference, no matter how small it may seem.
instinctivelyorganizingactivitiesand creatingasenseofcamaraderie.
AnEmpatheticLeader
Assheprogressed,herpassionfor childdevelopmentonlygrewstronger Fromschooltocollege,Laura excitedlypursuedcoursesandstudies thatdelveddeeperintounderstanding thecomplexitiesofnurturingyoung minds.Eventually,thisjourneyledher topursueacareerasaqualifiedsocial worker,specializinginproviding supporttospecially-abledchildrenand underprivilegedfamilies.
Laura’sexperienceshavetakenhertoa varietyofsettings,fromchildren’s homestopupilsupportcenters, schools,andnurseries.
Throughouthercareer,shehas continuouslysoughttoexpandher knowledgeandskills,earning additionalqualificationsinareassuch asSpecialEducationalNeedsand Disabilities(SEND),adulteducation, andearlyyearseducation.Laura believeschildrencanabsorb informationeasilybecausetheyview theworldaroundthemwithanopen
“
Building a sense of community has been a labor of love for me, and I've dedicated countless hours to bringing our Kangaroo family together.
“
mindandlovingheartandthus,shehas alwaysstrivedtoembodythissame attitudetolearning.Laurahas performedvariousroleswithinboth small-scalechildcarebusinessesand largernurserygroupsandhas thoroughlyenjoyedimmersingherself intheworldofearlyyearseducation.
ContributingtotheWell-beingof Children
Amidstherdiverseexperiencesand responsibilities,Laurahasnoticedthat oneconstantremains—herdedication tothechildrenandfamiliessheserves. Sheisdrivenbyagenuineloveand commitmenttotheirwell-beingand development.Forher,theessenceof thisworkisnotinfancytitlesor complexorganizationalstructures,but inthebeautifulrelationships,Laurahas builtwonderfulmemoriesthatwilllast alifetimeandhasimpactedthelivesof peopleshehasworkedwith.
Laurafindsherselffortunatetohave gottenachancetohelpchildrentake thefirstidealstepintheirlives,which hasbeenherlifelongdesire.Her journeyintothiscareerpathisaresult ofdeepinfluencebysomeofthe remarkablewomeninherlife—her
mother,grandparents,andfavorite teachers—whowereallshining beaconsofinspirationandkindness. Growingupsurroundedbytheir powerfulpresenceinstilledinhera desiretogivebackandmakeapositive impactonthelivesofchildrenand familiesinthecommunity.
Theunyieldingsupportand encouragementgiventoLaurabyher rolemodelscontinuestofuelher passionforthisfield.Sheobserved howtheydedicatedthemselvesto caringforotherswithcompassionand empathyandshehasalwaysstrivedto replicatetheirfootsteps.Their influenceinspiredLauratopursuea careerwhereshecouldcontributeto thewell-beinganddevelopmentof childrenandfamilies.
IgnitingJoyandNurturingthe NaturalCuriosity
Inherapproachtochildcare,shehasa simpleaimwhichistoignitejoyand nurturethenaturalcuriositythatlives withineverychild.Laurafirmly believesthateachchildisbornwithan inherentdesiretoexploreandlearn abouttheworldaroundthem.Asa lifelongcaregiver,sheseesitasher responsibilitytocreateandencourage thisinnatesenseofwonder
Oneofthekeywayssheaccomplishes thisisbyprioritizingthebuildingof connectionswiththechildrenunder hercare.Lauraunderstandsthe importanceofformingmeaningful relationships,asitlaysthefoundation fortrustandunderstanding.Rather thanexpectingchildrentoconformto herworld,Lauramakesaconscious efforttostepintotheirs.
BuildingaSenseofCommunity
Buildingasenseofcommunityhas beenalaborofloveforLaura,andshe hasdedicatedcountlesshoursto bringingtheKangaroofamilytogether. Hertribeemphasizestheimportanceof unityandsupport,recognizingthat theyarestrongertogetherthanthey couldeverbealone.WhileLauraplays aroleinorchestratingthese connections,sheisacutelyawarethat ittakesavillagetomakeithappen. Laurafindsherselffortunatetobe surroundedbyateamofdedicated educatorswhosharemypassionfor fosteringasenseofbelongingand camaraderie.
Athernursery,Lauratakesprideinher approachasaboutiqueestablishment. Ratherthanadoptingaone-size-fits-all mentality,sherecognizestheunique
qualitiesandrequirementsofeach family.Thismeanstailoringher servicestoaccommodateindividual circumstancesandpreferences, whetherit'sadjustingthecurriculumto meetspecificlearningneedsor providingadditionalsupportwhere necessary.
Byembracinginclusivityasaguiding principleandactivelycollaborating withfamilies,thenurserycreatesa nurturingenvironmentwhereevery childfeelsseen,heard,andvalued.
Theprimarygoalsandvisionof KangarooKidsNurseryrevolvearound threecoreprinciples:Connect,Protect, andPlay
Firstly,thenurseryaimstofoster connectionswithinthecommunity, creatingawarmandwelcoming environmentforall.Whetherit's dedicatedstaff,children,theirfamilies, orthebroadercommunity,Kangaroo strivestogiveasenseofbelongingto everyone.Itfirmlybelievesinthe proverbial "it takes a village," recognizingtheimportanceof partnershipsandcollaborationin nurturinghealthyandthriving communities.
Secondly,thenurseryiscommittedto protectingthewell-beingofchildren andtheworldtheyinhabit.Itpromotes positivityandkindnessinallaspectsof interactions,instillinginchildrenthe valuesofrespectandcareforboth eachotherandtheenvironment.
Throughplay,KangarooKidsNursery createsanenvironmentwherechildren feelsafe,secure,andempoweredto exploretheirinterestsandexpress themselvesauthentically.Inessence, itsprimarygoalsandvisionrevolve aroundcreatinganurturingand enrichingenvironmentwherechildren
canthrive,connectwithothers,and developintoconfidentand compassionateindividuals.
BuildingLifelongRelationships
KangarooKidsNurseryhasreceived numerousawardsandrecognitions, suchasbeingvotedthenumber1 nurserybyparentsinEdArabia. Additionally,itwashonoredtobeboth thefirstCuriosityApproachaccredited settingandthefirstHyggeintheEarly YearsaccreditedsettingintheUAE.
Beyondtheseaccolades,whattruly fillsLaur’sheartwithpridearethe countlessbeautifulchildrenand familieswhohavegracedKangaroo’s doorsoverthepast18years.Their trustandloyaltymeanmoretothe nurserythananyawardor accreditation.It'stherelationshipsthe nurseryhasbuiltandthememoriesit hassharedthatdefineitssuccess.
Lookingbackon18yearsofcherished memories,Lauraandtheentire communityfeelgratefulforthe opportunitytoplayaroleinthelives ofsomanywonderfulfamilies.Each childwhohaswalkedthroughitsdoors hasleftanindeliblemarkand KangarooKidsNurseryisblessedto havebeenapartoftheirjourney.
KeepingtheEssenceofChildhood Intact
Inherpreviousnurseryleadershiprole, Laurawasalsoincrediblygratefulto beapartoftheteamthatwasawarded the "Top 10 Nurseries in the UAE."
Atthecoreofherphilosophyisthe beliefthatplayisnotjustanactivity usedtopassthetimeordistract children,buttheveryessenceof childhood.Laurawholeheartedly embracesthisprincipleanddeeply understandsthatplayisavital componentofchildren'sdevelopment.
Shemakesitaprioritytoimmerse herselfinthechild'sworld,honoring theirinnatecuriosityandfindingjoyin thesimplestofmoments.
Lauraispassionateaboutchampioning theimportanceofconnectingwiththe naturalworldandincorporatingnatural elementsintoeveryfacetofnursery life.Inatimewhentechnologyoften dominates,shestrivestoprovide opportunitiesforchildrentoengage withthetangibleandnaturalaspectsof theirenvironment.Bysteppingaway fromasyntheticchildhoodand embracingrealexperiences,her nurseryisabletocreateadeeper appreciationfortheworldandallits intricatewonders.
EnhancingtheReachofthe Community
Thenursery’sjourneyofgrowthand learningisnever-ending,anditis firmlycommittedtomaintaininga flexiblegrowthmindsetasitcontinues toevolveandimprove.Thismeans embracingnewopportunitiesfor
learning,stayingopentofeedback,and constantlyseekingwaystoenhancethe practices.
AttheheartofKangarooKids Nursery'smissionisadedicationto beingthebest,notjustforitself,but forthefamiliesandcommunitiesit serves.TheNurseryunderstandsthat itssuccessisintertwinedwiththewellbeingandsatisfactionofthoseit supports,anditisdeterminedto alwaysexceedtheirexpectations.
Lookingahead,Lauraisexcitedabout theprospectofwelcomingmore familiesintothecommunityand expandingitsreachacrosstheUAE. Shebelievesthateveryfamilydeserves awarmandwelcomingenvironment wheretheyfeelvaluedandsupported, andKangarooKidsNurseryis committedtoprovidingjustthat.By expandingitsreachanddeepening connectionswithinthecommunity,the nurseryhopestocreateaneven strongerandmoreinclusive environmentforall.
Social Justice Leadership
Redefining Norms
Inrecentdecades,womenhave
emergedaspivotalfiguresin reshapingtheeducationalrelam, challengingentrenchednormsand advocatingferventlyforsocialjustice withineducationalinstitutions. Historically,thesenormshavebeen shapedbypatriarchalstructuresthat systematicallylimitopportunitiesfor womeninleadershiproles.
However,inthefaceofthese challenges,womenleadershave steadfastlypushedboundariesand advocatedforinclusivity,equityand socialjusticeineducation.
Socialjusticeleadershipwithin educationalsettingsemphasizes fairness,equityandthepromotionof democraticpractices.Itseeksto addresssystemicinequalitiesand
promotepositivesocialchangethrough innovativeeducationalpracticesand progressivepolicies. Bychallengingtraditionaleducational paradigmsandadvocatingfor inclusivity,womenleadershave significantlycontributedtoshaping moreequitableanddemocratic educationalenvironments.Theirefforts arecrucialforeducational advancementandbroadersocietal transformationtowardsequalityand justice.
TheCorrelation
Thecorrelationbetweenthetitleand subtitleliesinexamininghowwomen leadersareattheforefrontofsocial justiceleadershipwithineducational institutions.Byredefiningeducational norms,womenareadvancinginclusive andequitablepracticesthatprioritize
socialjustice,fosteringenvironments whereallstudentscanthrive.
Join in to find out the impact of women's leadership in education, analyzing their strategies, challenges and successes in promoting social justice and reshaping educational norms!
WomenRedefiningEducational Norms
Challenging Traditional Leadership
Models
Womenineducationalleadershipoften facebarriersrootedintraditional leadershipmodelsthatfavormasculine traitsandhierarchies.Thesemodels historicallyperpetuategender inequitiesandlimitopportunitiesfor womentoinfluenceeducational policiesandpractices.
Womenleadersarechallengingthese normsbypromotinginclusive decision-makingprocessesthatvalue diverseperspectives.Theyemphasize transformationalleadershipqualities suchasempathy,collaborationand empowerment.Byadvocatingfor policiesthatpromotegenderequity, diversityandinclusion,womenare redefiningleadershipineducation.
Promoting Equity and Inclusion
Womenleadersarechampioning equityandinclusionineducational settings,ensuringthatallstudentshave accesstoqualityeducationandsupport services.Theyworktoclosethe achievementgapbyimplementing strategiesthataddressdisparitiesin academicachievementamong marginalizedgroups.Cultural competencetrainingisprovidedto enhanceeducators'abilityto understandandsupportdiverse learners.
Womenleaderscreateinclusive learningenvironmentsthatcelebrate
diversityandsupporttheneedsofall students.This effortaimstopromote equityandinclusionbycreatinga cultureofempowermentand understanding.Theyrecognizethat addressingsocialjusticeissueswithin theeducationalsystemrequires proactivemeasuresthatprioritizethe needsofmarginalizedgroups.
Advocating for Social Justice
Socialjusticeleadershipinvolves advocatingforpoliciesandpractices thatpromotefairness,equityandsocial changewithineducationalinstitutions. Womenleadersareguidedby principlessuchascriticalpedagogy, whichengagesstudentsincritical thinkingandsocialactivismto challengesystemicinjustices.They collaboratewithcommunity stakeholderstoaddresslocal educationalchallengesandinfluence policydecisionstoprioritizeequity andsocialjusticeineducation.
Womenleadersstrivetoempower marginalizedgroupsbygivingvoiceto studentsandcommunitieswhohave beenhistoricallyunderserved.They improveschoolculturebyfostering inclusiveandsupportiveenvironments whereeverystudentfeelsvaluedand respected.Byinspiringfutureleaders throughmentorshipandnurturingthe nextgenerationofsocialjustice leaders,womenleadersensurea sustainableimpactoneducational norms.
SocialJusticeLeadership Impact
Womenleadersaremakinga significantimpactoneducational normsbyempoweringmarginalized groupsandpromotinginclusivity They improveschoolculturebyfostering supportiveenvironmentsthatcelebrate diversityandvalueeverystudent's uniquebackgroundandexperiences. Throughtheiradvocacyefforts,
theyinfluencepoliciesthatprioritize equityandsocialjustice,ensuringthat allstudentshaveaccesstoquality educationandsupportservices.
Challenges
Despitetheircontributions,women leadersfacechallengessuchas overcominggenderbiasand stereotypesaboutwomen'sleadership abilities.Theynavigateinstitutional barriersthathindertheiradvancement andaddressintersectionalchallenges facedbywomenofcolorandother marginalizedgroups.Thesechallenges highlighttheongoingneedforsupport andadvocacytocreatemoreinclusive andequitableeducational environments.
Conclusion
Women'sleadershipineducationisn't justaboutrepresentation,it'sabout reshapingtheveryfoundationof learning.Femaleleadersbringdiverse perspectives,fosteringenvironments thatareinclusiveandequitableforall students.Theirfocusonsocialjustice ensureseducationempowersevery voice,dismantlingbiasesandcreating aspacewhereallcanthrive.Thisshift inleadershippavesthewayforafuture whereeducationisatrueequalizer, nurturingnotjustacademicsuccess, butagenerationofsociallyresponsible citizens.
Movingforward,itisessentialto continuesupportingandempowering womenleadersineducation.Future effortsshouldfocusonaddressing intersectionalchallenges,fostering inclusiveleadershippracticesand promotingpoliciesthatprioritize equityandsocialjustice.Bydoingso, wecancreateeducational environmentswhereallstudentshave theopportunitytothrive.
Strategies for Sustainable Campus Operations
Poor management of energy
consumption and wastage of energy are some of the reasons for the runaway situation around carbon emissions from facilities and integrating data through smart technologies implemented onsite are steps in the right directions says Marcela Ximenes, Head of Education Technologies at Radix.’
Theworldisfacingonurgentcrisesof limitingtherunawayglobalwarming andmustreachnet-zeroemissionsby 2050.Butwhatislessrealized,and similartomostfluidconsumption models,oftheenergyconsumedby facilitiesintheUS,68%oftheenergy isactuallywastedwhilebuildings acrossthefacilitiesareresponsiblefor 80%oftheenergyconsumption.
Researchbuildingsorcompetency centres,usuallypresentinsidesprawlingfacilities,andlegacyengineering practicesforventilation,heatingand cooling,arealsoresponsibleforthese runawayemissiontrends.
Reducingthepercentageofenergy wastedacrossthefacilityandmaking buildingsmoreenergyefficientisa goodwaytoadvanceinthedirection ofsustainablepracticeshelpingto achievenet-zerogoals.
Whilerealisingnetzerogoalsisa multi-prongedinitiativeandrequires multipletechnologysolutionsandbest practices,reducingconsumptionas wellaswastageofenergyneedstobe theprincipalforwardlookingdrivers.
Facilitiesmanagersandplantmanagers aretheprincipalon-groundchampions toachievethesegoals.Thisincludes conceptualizing,developingand mobilizinganengineering-ledstrategic energyplanthatconsidersgridscale transmissionanddistribution,designof localfacilities,localbuildingdesign andoperations,digitalizationand deploymentofsmartenergy technologies.
Thiswillalsoinvolvetheskillsand experienceofatechnologyand consultingpartnertobringinthe energyprocessre-engineering,choice ofsmarttechnologies,andimplementationofsmartenergysolutions.
RealLifeInitiatives
Globalacademicinstitutionsarerising tothenetzerochallengebysigningup fortheU.N.’sRaceToZerocampaign. Lastyear,1,050universitiesfrom68 countries,including800intheUS, madecommitmentstoreachnet-zero emissionsby2050,andmorehave followedsince.
Akeydriverforthischangeisstudents whowantamoresustainableand secureworldtogrowinto.Nearly90% studentsbelieveuniversitiescoulddo moretoreducetheirenvironmental impact,andnearly75%ofprospective studentsconsidertheirenvironmental commitmentswhendecidingwhereto enrolthemselvestobuildtheir educationalcareers.TheRacetoZero campaign,isthelargesteveralliance committedtoachievingnet-zero carbonemissionsby2050atthelatest.
Globally,USbasedcollegesand universitiesareleadingthewayin creatingefficientandsustainable energyinfrastructureintheirenvironments.Fromsmallliberalartscolleges tolargepublicuniversitiesand communitycolleges,highereducation institutionsaretakingtheleadin reducingenergyconsumptionand deployingrenewableenergy technologies.
Educationalcampusfacilitiesarethe groundzerotoleadthechallengeof reducingenergyconsumption,since theyaresignificantenergyusers.
TechnologySolutions
OneofRadixmainsolutionsisto optimizetheheatandpowergeneration,basedontherealtimedemands, weather,fuelcosts,equipment efficiency.Thisisthemostimpactful gain.Anytechnologysolutionthat integratesandunblocksthevalueof datawillhelpthemanagementof energydemand.
Nothavingtherightdataorhaving scatteredandinaccessibledatamean. Whiletheyaretheonesbestsuitedto maketherightdecisions,theycanonly maketheseinformeddecisionsifthey canseeandinterpretthedata.
Smartenergysolutionstypically unlockdataandincludereal-timedata visualization,performancemonitoring, assettracking,forecasting,reporting, analysisandvisualrepresentationof consumption,andenableeffective decision-making.
Marcela Ximendes, Head of Educa on Technologies at Radix, is a leader focused on excellence in organiza onal management and transforma on. She is passionate about developing high-performance teams fully oriented towards delivering truly valuable solu ons to clients. Her innova ve vision and over 15 years of experience in technology and digital transforma on are founda ons for genera ng strategic solu ons capable of driving industry progress.
Smartmetersareplacedon-siteacross facilitiesandjoindatathathelpsto visualizeandmeasureenergydemand. Thesetrendsareshownbypeaksand troughsandbymanagingexcessive peakperiodstheoverallconsumption profilecanbelowered.Theequipment providesinformationneededto efficientlymanagepeaksandtroughs inusage,therebyreducingoperational costs.
Manycampusfacilitiesareusingold legacyequipmentwithinadequate captureanddisplayofenergydemand. Thisalsomeanstheyhavenotcaptured data tobuildenergyconsumption models.Anindirectconsequenceof thisisthatthereisnovisibilityofthe wastageofenergy
Smartenergysolutionscanbring efficiencytosuchoperations.
Automatedmonitoringsystemshelpto bringanendtothisproblemwith predictivemaintenancealertsand reduceddowntime.Assettracking systemscancheckthetransmission systemforoverload,degradation,and vulnerabilities.Thisextendstheassets’ lifetimeandensureson-time,on-site maintenance.Thesesolutionswillhelp operationsandplantmanagersmake betterandmoreinformeddecisions.
SuccessStories
GeorgeWashingtonUniversityisa prestigiousprivateinstitutioninan urbansetting,withfacilitiesspread over42acresandanenrolmentof about12,000students.George WashingtonUniversitypartneredwith RadixtoconductaCogeneration Systemsstudytofindenergyefficiency gapsandimprovementopportunities foritspowerplant.
Throughhundredsofoperation scenariosanddifferentoperatingcost curves,severalrecommendationswere madebyRadixfortheoperationsof thecombinedheatandpowerplant.
Radixdevelopedaroadmapof improvementsintheplant,prioritizing projectsthatwoulddeliverthemost impactandcostsavingstotheplant.
Recommendationsweresummarizedin acost-benefitmatrix,classifyingthe projectimprovementsinfourcategories.Thesewerequickhit;desirable projects;potentialdesirableprojects; andleastdesirableprojects.Guidance wasprovidedonthepriorityofthe proposedimprovements.New equipmentwasinstalledtoenable higheroperationalefficiency
TheUniversityofMassachusettsisa publicland-grantresearchuniversity. UMassAmherstcampusisconsidered amongthetoppublicresearch universitiesintheU.S.andisthethirdlargestuniversitycampusinMassachusetts,withastudentpopulationofmore than28,000.
Radixperformedanoperational assessmentoftheUMassAmherst Campuscombiningheatandpower plant,tobetterunderstandthephysical infrastructure,thesystems,anddata supportingit,aswellasitsoperations.
Anenergyauditwasperformed,by modellingthecombinedheatand powerplant,executingsimulations, andanalyzingthedatatofindbest plantsettingsandconfiguration. Energywastedacrosscampuswasalso foundinthisaudit.
Animportantpartofthisauditis findingoperationalgaps,andfinding waystooptimizetheautomaticcontrol, supervisorysystem,and instrumentation.
Ascenario-basedadvisory systemwasdevelopedto functionasanessentialpart oftheUMassAmherst CampusCHPEnergy CommandCenter
Itisimportanttomention thattheenergyauditisan inputtotheadvisorysystem. Basedontheoptimal configurationthatRadix calculatedintheaudit, throughtherealtimeheat andpowerdemand,weather forecast,equipmentefficiencies,andfuelandenergy costs,Radixdevelopeda userfriendlyinterfacethat tellstheoperatorshowto operatetheplantinthe optimalway Thesavingsinthiscase were3%ofthetotalOPEX,ornearly1 milliondollarperyear.
Thistoolprovidesinformationtothe plant’sequipmentoperatorsand recommendationstoenablethe operatorstokeepthephysicalplant runningatmaximumpossible efficiency.
TheRadixApproach
Radixprovidesamultidisciplinary teampartneringwithglobaltechnology leaderstoprovideenergyefficiency solutionsforfacilities.Radixcombines engineering,softwaredevelopment, automation,andindustrialITtodeliver customizedsolutionstailoredtothe specificneedsofaparticularfacility.
Anoperationalassessmentisconductedtoshowafacility’sinfrastructuregapsthatpreventsdatareliability, availability,andaccessibility.Next,an identificationanalysisonhowassets arecheckedandused,howcontrol systemsareconfiguredandintegrated, andthereliabilityofcurrent instrumentation.
Anenergyauditusingheatbalance softwareallowsthemodellingofthe facility’splants.Multiplescenariosof theplant’soperationsaremodelledand simulatedtofinditsbestconfiguration invariousscenarioswithdifferentheat andenergydemands.Theseshow energy-savingopportunitiesand classifyareasofopportunity.
Mostfacilitiesreceivehelpfromthe implementationofanadvisorysystem. Thissystemmakesupasetof dashboardstoofferbettervisibilityto facilitymanagers,managementteams, andoperators.Thesedashboardsoffer insightsintopredictiveoperating conditionsandanintuitiveframework forperfectingcostsandproduction throughvariousplantconfigurations. Thisallowsreal-timetrackingoffuel costs,demand,andweatherconditions.
Thesethoughtfulimplementations allowRadixtouniquelysupport facilitiestoincreaseenergyefficiency andreducecostswithintheirfinancial constraintsandwithoutdelays.
