Research updates, essays, perspectives, and project news from the IGODO team and contributors. New pieces are added as the project grows.
Professor Ike Desmond Odugu introduces the questions driving IGODO, why language serves as the entry point into a broader conversation about colonial schooling, and what the project hopes to build for scholars, students, and communities.
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A research-based overview of how colonial schooling systems chose their languages of instruction, what those choices achieved, and the educational consequences that persist in classrooms today.
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A student reflection on growing up between two languages and what school quietly taught about which one had value. On identity, code-switching, and the cost of belonging in educational spaces.
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A practitioner with two decades in multilingual classrooms shares what academic researchers consistently miss and what questions would actually help educators working on the ground.
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Drawing on the work of Professor Odugu, this piece examines how allowing students to move fluidly between their languages challenges the institutional formations that organize knowledge in universities.
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The IGODO project is now live online. This update explains what the website contains, how visitors can engage with the materials, and what the team plans to add in the months ahead.
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A first-generation university student reflects on what was lost across generations when formal schooling demanded fluency in a language that held no place for the family she came from.
Read MoreWe welcome articles, essays, and perspectives from students, educators, researchers, practitioners, and community members. You do not need to be an academic to contribute. If you have something honest to say about language, education, and power, there is space for it here.
Submit a PitchExplore the video library, read the research papers, or learn about the team behind the IGODO project.