Our Mission
We envision a global network committed to understanding
gender as it impacts and is impacted by race, ethnicity, language,
ableness, and sexual orientation within an educational context.
Our aim is to collaborate on the design and use of technology
to build strong bridges that enable all to learn, to improve
education and employment, and to increase the capacity of women
and men to contribute to, and gain from peaceful societies.
We seek to create a safe space that connects, informs,
and mobilizes people and organizations committed to achieving gender
equality, sustainable development and human rights.
Within this framework, the Gender, Diversities & Technology
Institute focuses on: sustaining gender-healthy
schooling; developing technology as a tool for empowerment; eliminating
of all forms of gendered violence; increasing opportunities for economic
independence for women and men; and deepening our understanding of gender,
race, ethnicity, ableness, sexual orientation, and other components of identity.
Values and Principles
We envision a world where our differences are embraced,
understood, and appreciated. We believe in the worth of each individual
and work to create respectful interactions among all people.
We believe that:
- Differences in language, culture, and background
are to be respected.
- Everyone has something to offer and has the right
to the opportunity to make a difference.
- Every individual should have equitable access
to the benefits of technology, education, and employment and that equitable outcome are an important indicator of successful intervention.
- The proper use of appropriate technology, together
with a respect for social context, can facilitates positive change
and empower individuals and groups.
- Individuals and groups have the right to define needs and solutions that are most appropriate for them.
- Reflective practice and participatory research supports this process.
- Democratic systems are closely linked to the empowerment
of individuals and groups at the local level.
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