Team

Akuoma Nwadike, Ph.D.

President & Principal Educator

Liberatory Architect. Anti-Racism Engineer.

Dr. Akuoma is a scholar, researcher, and educator dedicated to Liberation through increasing Inclusivity. She began her academic journey by graduating (with honors) from Georgetown University with a B.A. in English. After teaching English Literature (ELA) at the middle and high school levels, providing ELA and college-preparatory instruction at the postsecondary level, and serving in roles that further developed her innate analytical skills while completing two master’s degrees in education (and M.A. and an M.S.), she concluded her formal education with a Ph.D. in Learning, Leadership, and Educational Policy from the University of Connecticut (UConn). She balanced her doctoral work with teaching collegiate courses and serving in educational leadership roles that continued to actualize her researcher-practitioner analytical and instructional skills.

Dr. Akuoma uses seminal scholarship and originally designed frameworks to teach, design, measure, and track Inclusivity development. Her expertise in research, data analysis, and systems development and evaluation inspired her to integrate them in the impactful way that underlies the education provided by Inclusivity Education, LLC.

Nardos Ghebreab, Ph.D.

Qualitative Data Lead

Analytical Alchemist.

Nardos is a scholar-practitioner whose life’s work underscores racial equity in education. She is an Assistant Teaching Professor in the Education, Inquiry and Justice program at Georgetown University, having received a Ph.D. from the University of Maryland, College Park in Teaching, Learning, Policy, & Leadership with a concentration in Minority and Urban Education following a Master of Science in Education Research concentrated in Quantitative Methods and baccalaureate work in Sociology.

Beginning her professional career in the classroom, Nardos taught middle and high school math and college preparation/study skills in Title I schools before transitioning to instructional leadership, supporting teachers’ instructional and pedagogical development. She also served in data and professional development lead roles, positioning her as an expert in creating protocols and evaluative frameworks to incorporate multiple stakeholder perspectives, particularly in crafting system-wide initiatives that challenge white-dominant cultural norms. The above allow her skills in strategic planning, program management, and research and evaluation to combine for comprehensive institution-wide initiatives and evaluation development, particularly around anti-racism in education.