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Global justice also depends on who pays and who is heard

From the story of female farmers whose crops stopped growing due to a reforestation project to the rules that allow for the taxation of multinational corporations, the conference organized by Dejusticia and TREES from October 26 to 28 explored in depth how decisions, resources, and the burdens of crises are distributed.

In Zimbabwe, some rural women couldn't understand why their beans and squash had stopped growing under the trees planted as part of a reforestation program. The government, for its part, didn't understand the population's lack of enthusiasm for the project. Geri Augusto, who spoke with them during her years working in southern Africa, said that an entomologist later helped her understand that the problem stemmed from the fact that the trees were eucalyptus trees brought from Australia that were drawing water from those dry lands.

Augusto recalled that experience during his keynote address at Global Justice: Challenges and Possible Paths, the event organized by Dejusticia and TREES at the Universidad de los Andes in Bogotá. Those women, she explained, had been her teachers. Their crops and their knowledge of the land allowed them to see what the reforestation program was overlooking.

The story gave concrete form to a concern that was raised throughout several sessions of this meeting: what happens when decisions are made without listening to those who bear the consequences. Over the course of the three days, this discussion came up when talking about international institutions, digital platforms, the energy transition, taxes, and care.

How do we deal with crises?

From the outset, Diana Guzmán, director of Dejusticia, had proposed the task of “moving from diagnosis to devising solutions.” She described climate, socioeconomic, and political crises that are intertwined and affect different populations unequally. The question was what tools to use to address them when the institutions responsible for protecting rights are also being weakened.

That concern also came up on Monday, October 26, during the event's opening panel discussion on Theoretical Foundations of Global Justice. There, Rodrigo Uprimny, a senior researcher at Dejusticia, explained that international human rights law has made progress in combating discrimination, but has weaker tools for addressing economic inequality.

This issue was also a central focus of the remarks by Steve Price-Thomas, Director of Advocacy and Engagement at Oxfam International, who warned that the concentration of wealth allows for the accumulation of power over the economy, politics, and the media, and influences the rules that should limit it. “We cannot continue with this model that concentrates wealth and power in the hands of a few,” he said. For this reason, he proposed placing the reduction of inequality at the center of national policies and international cooperation, and measuring economic success by people’s access to public services.

Defend existing institutions and discuss their limitations

Lilibeth Cortés Mora, a specialist with the Special Jurisdiction for Peace, emphasized the need to improve responses to victims’ demands and to clarify what the justice mechanisms can offer. For her part, during the panel Rethinking the State and Multilateralism to Address Global Challenges, Sandra Borda, an associate professor in the Department of Political Science and Global Studies at the Universidad de los Andes, noted that these forums make it possible to build mechanisms for coordination among actors with differing interests. “Multilateralism is a space where one negotiates differences, not abandons them,” she explained. Its necessity persists precisely in a divided world.

In the discussion on What can we do to strengthen international human rights law?, Magdalena Rochi, a program officer at the Global Initiative for Economic, Social, and Cultural Rights, proposed viewing international law as a system. Funding a rights-based policy, addressing climate change, or discussing international trade requires connecting areas that are often treated separately.

In that conversation, Geri Augusto referred to the concept of “”place of speech", which means being aware of the perspective from which we speak and listen. She invited us to ask ourselves how communities understand dignity, justice, and human rights, and to recognize the differences between their experiences and knowledge. “We are bodies that think, not just bodies that act,” she stated. Her reflection also called for examining our own position as we enter these conversations and asking ourselves what we bring to them and what we are willing to learn from others.

Toward a Fair Global Digital Order

On Tuesday, October 27, several experts highlighted the challenges of regulating entities that operate on a larger scale than many nations. Liam Herrick, chief commissioner of the Irish Human Rights and Equality Commission, questioned the effectiveness of fines in reining in large platforms and described the pressures their influence places on regulation. Vitória Oliveira, senior consultant at ARTICLE 19’s Legal Reference Center for Brazil and South America, called for an examination of artificial intelligence business models and their ties to large tech companies. She also questioned the benefits attributed to data centers when the affected communities lack a voice and control over their data.

The gap between the promise of progress and the reality on the ground resurfaced during the panel discussion at Environmental Justice. Yuvelis Morales Blanco, an environmental leader and winner of the 2026 Goldman Environmental Prize, introduced herself as a woman from the riverside community of Puerto Wilches and the daughter of artisanal fishermen from Colombia’s Magdalena Medio region. She spoke of a region with a long history of hydrocarbon exploitation, where shortages of drinking water and basic sanitation persist.

She explained that, with the arrival of fracking, the community began to conduct research alongside the global anti-fracking movement. Drawing on that experience, she called for a responsible and committed academic community and questioned an energy transition that could cause further harm to rivers and communities. Lyla Mehta, a professor and researcher at the Institute for Development Studies (IDS) at the Norwegian University of Science and Technology, added that adopting the communities’ perspective does not mean placing the entire burden of addressing the climate crisis on them.

Resources to Fund Rights

On Wednesday, October 28, the conversation about Global Tax Justice He addressed the issue of the resources needed to fund human rights. José Antonio Ocampo, a professor at Columbia University, advocated for rules that would allow multinationals to be taxed where they conduct business, even if they do not have a physical presence there. He also called for greater transparency regarding their operations and the actual owners of their assets.

Ocampo argued that the United Nations should play a central role in international tax cooperation and questioned why that role falls to the Organization for Economic Cooperation and Development: “The OECD is not a global institution.” The discussion thus centered on who has the authority to collect taxes and who participates in drafting the rules.

María Emilia Mamberti, a professor at Torcuato Di Tella University in Buenos Aires, highlighted the regional coordination efforts and civil society participation in the Tax Cooperation Platform for Latin America and the Caribbean. José Manuel Castro Arango, director of the Externado Center for Fiscal Studies and professor at Externado University, noted that tax justice also requires asking how the collected funds are spent.

The meeting of Global Justice: Challenges and Possible Paths concluded with the panel discussion Facing the Care Crisis: How Do We Reimagine the World Through the Lens of Care?, which made it possible to reestablish the link between public resources and well-being. Alma Espino, president and coordinator of the Development and Gender Division at the Interdisciplinary Center for Development Studies in Uruguay, explained that the activities that sustain life form the foundation of the economic system and fall primarily on women, through both paid and unpaid work.

Vasna Ramasar, an associate professor of Human Ecology at Lund University, linked these burdens to ecological damage and fiscal policy: “Through taxes, we can create collective well-being.” From this perspective, funding health care and education is also a matter of care.

Verónica Moreno Uribe, a professor in the Department of Anthropology at the University of Veracruz, shared experiences from care communities in Veracruz: women who support survivors of violence, food networks, and organizations that protect rivers or preserve languages. At the same time, she cautioned against the risk of romanticizing these practices in contexts of precariousness. Recognizing them requires addressing the conditions under which people provide care.

In her closing remarks, Diana Guzmán revisited the risk of fragmentation—the idea that each struggle is independent or that those who carry it out are on their own. She proposed strengthening relationships and exercising political imagination. “In history, in the collective practices of many communities and many people, we find fundamental keys to imagining a better future.”.

The story of the women farmers in Zimbabwe provided a starting point for that task. Before deciding what to plant, it was necessary to listen to those who knew why the crops had stopped growing.

Cierre Módulo Soacha

We're Bringing the Teaching for Equity Module to Soacha

In partnership with the Soacha Department of Education, we held the Teaching for Equity Workshop for the first time outside of Bogotá. Teachers from various subject areas shared their experiences and developed proposals to address inequalities through their own teaching practices.

Cierre Módulo Soacha

From August 21 to September 18, 2026, we conducted the TREES Teaching for Equity Module in Soacha, in partnership with the municipality’s Department of Education. Over the course of five sessions, 23 teachers from various subject areas shared experiences and developed proposals to integrate equity into their daily classroom practices.

The module is part of the TREES Community of Practice, a forum for educators interested in reflecting on equity and transforming their teaching practices. This edition brought together teachers from subjects such as mathematics, social studies, physical education, and English. This diversity made it possible to explore different ways of addressing these topics based on the needs of each educational context.

As Andrés Bautista, coordinator of the TREES Community of Practice, explained, issues related to equity and inequalities “are not limited to a single discipline.” Participants recognize that they can address these issues in their classes, “in addition to developing the disciplinary understandings specific to each of their fields.”.

To achieve this, the module offers a process of training and reflection in which participants develop a plan for their own classrooms. With support from the TREES team and feedback from their colleagues, they define what they want their students to understand, design activities to achieve those goals, and propose strategies for assessing learning. Peer exchange allows participants to review the proposals and learn from the experiences of other teachers.

Check out the Video coverage of the module's closure.

For Gisela Rodríguez, a math teacher at the Paz y Esperanza School, this process meant connecting an idea she perceived as abstract to the situations she faces in her work. “I was able to relate it more closely to my reality as a teacher, to the reality of my students, and also to my teaching practices,” she explained.

That reflection includes everyday decisions such as asking students how they are doing, whether they had breakfast, or how they got to school from home. Recognizing those circumstances, she noted, can change the way teachers approach what happens in the classroom and support their students’ learning.

During the closing session, participants presented posters featuring their teaching designs and their own definitions of equity. According to Bautista, the purpose of the work carried out was “to think about better ways to talk, teach, and discuss equity, inequality, and social justice in the classroom.” The proposals showcased different ways to connect these reflections with their students’ experiences.

Gisela, for example, proposed using chess—a game that sparks interest at her school—to explore the differences and needs of her classmates. By drawing on the various moves and possibilities of the pieces, she aims to help her students reflect on the perspectives from which they participate and the ways they can respond to those differences. The proposal also reflects her interest in promoting the participation of a student with a cognitive disability.

For her part, Vilma del Carmen Salcedo Muñoz, a social studies teacher who works with sixth- and seventh-grade students in District 4 of Soacha, focused her proposal on promoting empathy, solidarity, and recognition of classmates who need support to participate in classroom activities.

Vilma explained that she had already put her proposal into practice with seventh-grade students. For her, the process allowed her to connect her knowledge of equity with a specific need at her school: “In theoretical terms, I understood it very clearly, but I hadn’t adapted it to a real-world situation and an educational need.”.

The work of Diana Solis, a professor of Political Science and Economics, focused on recognizing one’s own rights and those of others. Her approach aims to help students connect these reflections to what happens in the classroom, at home, and in their community. Exchanging ideas with other teachers allowed her to expand the tools she uses to address these topics: “I want to build from a practical perspective, from a teaching perspective, through play, and by putting the child at the center.”.

The shared experiences also sparked reflection on the scope of this training. Ángela Peña Díaz, Improvement Leader in the Educational Quality Division of the Soacha Department of Education, noted that teachers developed their own definitions of equity and devised ways to address these concepts with their students, taking into account the different contexts of their schools.

See more Photos of the Soacha Module.

For Peña, one of the challenges is to ensure that these reflections translate into practices that help reduce inequalities and enable students to recognize the conditions in which they live, grow up, and study, as well as their potential to transform their environment.

The exchange also broadened the TREES team’s perspective. For Bautista, it was an opportunity to rethink equity and educational equity “from the perspective of schools and teachers” pedagogical practices” and from their diverse disciplinary perspectives.

This first experience with the Module outside of Bogotá allowed us to continue developing an approach to teaching for equity together with the teachers. Their proposals show how this reflection can take shape in a math class, an inclusion activity, or a conversation about rights, based on what each teacher knows about their students and learns from their colleagues.

If you're interested in sharing experiences and continuing to explore these questions with other teachers, we invite you to join the TREES Community of Practice and stay tuned for upcoming announcements about our training opportunities.

Research to Transform

TREEdimensional was created to bring research supported by TREES into the public conversation. This first issue brings together four perspectives on inequalities, all centered on one question: What makes some people, places, or needs count less than others?

By Leopoldo Fergusson1, Angie Bautista2 and Nicolás Moreno Gutiérrez3 


One of TREES’s core beliefs is that to transform reality, we must change the mindset that underpins it. Although inequalities are closely linked to the greatest challenges of our time—such as climate change, technological advancements, distrust of institutions, and the weakening of democratic systems, we still struggle to understand how they arise, why they persist, and how they shape the way we relate to one another and the opportunities available to us. 

That is why, at TREES, we support research that asks new questions and generates evidence on the root causes and consequences of inequalities in Colombia and Latin America. But if we want knowledge to help transform reality, it is not enough to simply fund rigorous research: its findings must move beyond specialized circles, enrich educational processes, and enter the public discourse. 

TREEdimensional was created for this very purpose. We want people, regardless of their educational background, to be able to read, consult, and discuss the research we support. The journal’s name reflects our understanding of inequality as a complex, multidimensional phenomenon that cannot be explained from a single perspective or discipline.  

With TREEdimensional, we aim to launch a different kind of editorial series amid the fast pace and brevity of social media. A space to pause, delve deeper, and allow research to engage in dialogue with one another and with their readers. 

Finally, we want to reframe the scope of the discussion on inequality so that it focuses not only on the distribution of resources and opportunities, but above all on recognition. Because an unequal society not only distributes resources poorly, it also decides who counts. This approach is essential for conveying the close link between inequality and democracy.  

The most important aspect of equity is that all people are treated equally as members of a political community. This includes protection by the state, respect, and the autonomy to make decisions. That this consideration be the same for everyone—that there be no second-class citizens—is the fundamental promise of democracy.  

In this first issue, we present four articles that engage with this understanding of inequality: the first addresses biases in artificial intelligence in Latin American contexts; the second analyzes how conversations can transform perceptions of inequality; the third explores the invisible effects of drug trafficking on daily life and the labor market; and, finally, an essay on the political and cultural roots of Colombia’s fiscal weakness. 

These are research projects, supported by TREES, that address different dimensions of inequality and share a common question: What mechanisms cause some people, regions, or needs to be given less weight than others? 

We hope this knowledge will help enrich conversations and build a community around these issues—a community that brings together researchers, students, scholars, educators, decision-makers, and members of civil society. A community that can engage with the questions and new knowledge generated by this research, discuss its implications, and find ways to address the problems identified therein. 

We hope you enjoy this first issue of TREEdimensional. 


  1. Leopoldo Fergusson is a full professor in the School of Economics at the Universidad de los Andes and co-director of TREES ↩︎
  2. Angie Bautista is the Communications Coordinator at TREES ↩︎
  3. Nicolás Moreno Gutiérrez is a law student at the Universidad de los Andes and a communications assistant at TREES. ↩︎
Taller Small Grant TREES & EGAP

Investigating inequalities means examining them from different perspectives 

Taller Small Grant TREES & EGAP

The September 1 In 2026, we held the feedback workshop for the TREES-EGAP Research Small Grant, a forum designed to allow researchers in the advanced stages of their projects to receive feedback on their work before they complete it. Participants read the research papers before arriving at the workshop. This format allows everyone to familiarize themselves with the research articles in advance so that, during the live session, they can provide constructive feedback and receive high-quality comments.

The experiences of researchers studying inequality from the perspectives of economics, psychology, the social sciences, and other fields can shed light on questions, tensions, and consequences that are not always apparent from a single perspective. For this reason, the feedback workshop becomes a fundamental part of the research process.

This diversity also makes it possible to question concepts that are often taken for granted within a discipline. Mateo Uribe, a professor in the School of Economics at Uniandes and a workshop participant, stated that during the workshop, discussions arose on topics such as what it really means to talk about public goods: What portion of what the government funds and provides actually benefits society as a whole, and what portion ends up benefiting certain groups to a greater extent than others?. 

Uribe also noted that these forums are especially useful for articles that are already underway but still have a long way to go: “These are forums designed to gather feedback on the work we’re doing. […] There’s a group of people who have read the work you’re producing and who have taken the time to understand it and think about how it can be improved.” 

Thus, the TREES-EGAP Research Small Grant It does not merely provide financial support for research; it also seeks to create the conditions for that research to be discussed while it is still in progress. Peer discussion allows projects to open up to new questions, enables researchers to identify blind spots, and allows familiar concepts to be reexamined from different perspectives. 

Ultimately, researching inequalities also means asking ourselves from where we're looking at them. By bringing together projects that take such different approaches, the workshop demonstrates that understanding inequalities requires connecting questions and perspectives that might otherwise remain separate. 

Through the East Small Grant, TREES and EGAP are strengthening research that not only seeks to generate evidence on inequalities but also to subject that evidence to discussion, criticism, and peer exchange. Because broadening the ways we look at a problem can also broaden our possibilities for understanding it. 

See more photos from the workshop here.

TREES Teaching Module: What Does It Mean to Teach with Equity?

Closing Session of the 2026 Teaching for Equity Module.

Teaching for equity is not just about incorporating new content into the classroom. It also involves reviewing one’s own teaching practices, learning from others’ experiences, and collaborating with fellow teachers to, new ways of understanding and addressing inequalities. It was under this premise that the TREE Teaching ModuleS, a training program certified by the Office of Continuing Education at the Universidad de los Andes that brings together teachers from different educational levels to rethink how equity can become a guiding principle throughout education.

Rather than simply providing educational tools, the module offers a peer-learning experience. Through a Community of Practice, teachers from schools, universities, and other educational settings exchange experiences, reflect on their own methodologies, and design curriculum proposals aimed at strengthening a critical and ethical approach to teaching about equity.

Inspired by the approach of Teaching for Understanding From Harvard University's Project Zero, the module invites you to to view teaching as a process of transformation. This is reflected in the module’s structure: the first session addresses teaching for equity; the second focuses on comprehension goals and performance; the third is dedicated to designing instructional sequences with an equity perspective; the fourth explores strategies for assessing learning from an equity perspective; and the fifth focuses on the presentation and evaluation of curriculum designs. However, the main learning does not arise solely from the content, but rather from the conversations that develop among teachers with different backgrounds, disciplines, and contexts.

Closing Session of the "Teaching for Equity 2025" Module.

The first edition brought together 21 teachers from various educational institutions. Over the course of five sessions, dialogue and feedback helped broaden the perspectives through which each participant understood their own teaching practice. To Lorena Suárez, a professor of Government and Public Policy at Los Nogales School, said that one of the module’s greatest benefits was precisely the opportunity to learn from other educational contexts.

“This space offered me multiple perspectives on education. It was very enriching to receive feedback from colleagues in other contexts. It helped me see the challenges involved in teaching to overcome inequalities and the importance of doing so among peers, with openness and dialogue.”

Her experience reflects one of the guiding principles of the module: equity is also fostered when teachers find opportunities to listen, discuss, and collectively enrich their practices. As she put it, Johanna Gómez, a professor at the Pontificia Universidad Javeriana,

“Stepping away from the university environment for a bit allowed me to see other ways of teaching and other areas of knowledge. Meeting high school teachers helped me broaden my perspective, recognize other voices, and enrich my own practice through diversity.”

This diversity of perspectives was further strengthened during the second edition, held in 2026, in which the following participated: 43 teachers from different educational levels and contexts. The presence of teachers from elementary, middle, and higher education turned the workshop into a space where diverse experiences were discussed and complemented one another, allowing the questions and challenges of some to enrich the reflections of others.

The module’s conclusion highlighted this collective effort. Each participant presented, in poster format, a pedagogical proposal developed throughout the process and received feedback from the other teachers to strengthen it. More than just a presentation of results, this exercise became a space for dialogue where each proposal received feedback thanks to this community.

Check out the highlight reel from the last session of the module:

The activities carried out demonstrated how equity can be addressed from multiple disciplines and contexts. Hyca – Diana Apolá López Bojacá, an arts educator at Menstrure, designed Biodiversity and Cycles, a project that uses medicinal plants to reflect on care” ”It's precisely about how we can use plants and how this can also enable us to propagate them so that we can gain greater autonomy when it comes to our health and the use of medicinal plants."

From another perspective, Sebastián García, a historian and social sciences professor, presented Pork Rinds in Colombia, an activity designed to encourage reflection on agricultural inequalities and the historical challenges of land distribution in the country.

Although the topics were different, both proposals shared the same goal: to translate equity into concrete learning experiences in the classroom. As Sebastián García pointed out, the module demonstrated that “Through collective efforts, we can develop solutions to transform common problems.”.

Beyond the educational resources it produced, the TREES Teaching Module fostered a community of teachers committed to transforming education through reflection, active listening, and collaborative work. By bringing together voices from different regions, disciplines, and educational levels, the module demonstrated that Teaching for equity is not an individual task, but a practice that is strengthened when it is built collectively.

Taller Grant Fund III

A research network from Latin America  

A total of 54 researchers have participated in the TREES Research Grant Fund workshops. They are conducting 40 research projects and come from 10 different disciplines and 3 countries: Colombia, Chile, and Uruguay—an academic network that transcends institutions and borders.

Taller Grant Fund III

Understanding inequalities requires high-quality research. To this end, it is important to create spaces where researchers from Latin America, representing various disciplines, can engage in dialogue, question their own approaches, and collectively develop new research questions. That is why we created the TREES Research Grant Fund, whose purpose is to fund research projects and foster an academic community committed to broadening our understanding of inequalities from multiple perspectives. 

The first Research Grant Fund workshop was the September 27, 2024 and brought together economists, sociologists, political scientists, anthropologists, and historians for the first time, who shared their projects in a space designed to foster the exchange of ideas and strengthen their research through interdisciplinary dialogue. 

From this first meeting, it became clear that the value of this initiative goes beyond funding. Bringing together researchers from different disciplines allowed each project to receive feedback from various fields, broadening the analytical frameworks for addressing inequalities. 

Watch the video summary of the First Grant Fund Workshop.  

During the second workshop, the May 7, 2025, the participants presented their ongoing research and received feedback from colleagues. This session proved particularly valuable because it allowed them to identify strengths, challenge assumptions, and explore new lines of analysis before completing their studies. 

For James Torres, a professor of history and geography at the Universidad de los Andes, said, “The workshop is fantastic because it brings together an interdisciplinary team of economists, historians, political scientists, and lawyers all discussing the same topic: inequality.” 

The discussions addressed topics as diverse as the role of the state in land distribution, the reconstruction of women’s place in economic history, informal employment, social mobility, the cultural dimensions of inequality, and the challenges of applying models developed in the Global North to Latin American contexts. 

That diversity also transformed the research itself. Natalia Amaya, a researcher at the Prolongar Foundation, highlighted how the conversation with other participants opened up new possibilities for her work: “I really liked the comparative perspective. One of the professors suggested we look at classism versus the caste system in India, something we hadn’t considered.” 

Similarly, Emiliano Tealde, an economist and professor at the Catholic University of Uruguay, highlighted the value of receiving feedback while the project was still in development: “It’s very constructive to receive comments from colleagues at this stage. Concerns arise, as do weaknesses one might have suspected, but there are also suggestions that help improve the work.” 

As explained Leopoldo Fergusson, head of research at TREES, “We want to look at inequality not only from a strictly economic perspective. This has led to a very rich mix of perspectives on its causes and consequences.” 

Watch the video summary of the second workshop.

The third edition of the workshop was held on February 17 of 2026. The researchers spent the meeting discussing the progress of their projects and receiving feedback from their colleagues. This approach fostered more in-depth conversations about the methodologies, findings, and challenges of each research project. This way of working was appreciated by the participants, as noted by Sebastián Fleitas, professor at the Catholic University of Chile: “I think it’s very important to have a space for reflection on inequality where different perspectives can contribute, build on one another, and address the problem of inequality in Latin America and its solutions.” 

Beyond academic exchange, the workshop also strengthened a research community committed to producing knowledge in a rigorous and collaborative manner. Luz Ángela Rodríguez, a professor in the School of Rural Studies at the Pontificia Universidad Javeriana, noted: “Thinking collectively about inequalities provides us not only with a learning community, but also with the opportunity to develop new ideas for further research and, ideally, to influence public policy processes.” 

Watch the video summary of the third workshop. 

Over the course of the three editions, the following have participated 54 researchers, which develop 40 investigations from 10 disciplines different and 6 cities in Latin America: Bogotá, Medellín, Santa Marta, Villavicencio, Putumayo, Santiago, Chile, and Montevideo. This consolidates an academic network that transcends institutions and borders. 

Several of these studies are already part of the TREES Research Repository and continue to provide evidence to help us understand the multiple dimensions of inequality. When research is open to the exchange of ideas and peer feedback, it expands its capacity to understand the root causes of inequalities and generate evidence that contributes to the design of public policies and other initiatives aimed at building more equitable societies. 

Progress Report 2023-2025

Transforming reality requires changing the ideas that sustain it.

Therefore, in TREES we work to understand and transform inequalities based on rigorous knowledge. In this report we share what we have done between 2023 and 2025 in our three areas of work: Research, Teaching and Outreach. Here you will find our main achievements, learnings and challenges.

To view the report, click the button.