I have a PhD in Education from Queen’s University, Kingston, ON, fully funded by Queen’s Graduate and other internal awards. My story began in Bangladesh- a country 10,395 km away from Canada, where I was born and raised. I have a BA and MA from Bangladesh and an MPhil in Education degree from India. Growing up in a traditional Muslim middle-class family, I already had more education than anyone thought I could have. However, I pursued my dreams vigorously and passionately, eventually landing me at Queen’s University as an international PhD student.

Another area that deeply resonates with me as an educator is the integration of intercultural perspectives in teaching. My experience as an international student in Canada highlighted the importance of intercultural understanding in teaching. It is essential to consider students’ identities and backgrounds when teaching and assessing their learning. Driven by a desire to support faculty, I pursued numerous intercultural learning opportunities, including the Intercultural Certificate and EDI Micro Certificate at UBC. I am also an Intercultural Development Inventory (IDI) Qualified Administrator. This has empowered me to integrate my expertise in assessment and curriculum with an intercultural approach to teaching.

I am a registered Instructional Skills Workshop (ISW) facilitator, which allows me to facilitate informed workshops, courses and conversations with faculty members. 

This photo was taken in Shillong (India) with two of my Indigenous friends.

My Role as a Treaty Partner and Settler

My journey of engaging with Indigenous histories, communities, and reconciliation is ongoing and deeply personal. Recently, I have actively sought learning opportunities by participating in courses, workshops, and community gatherings focused on Indigenous history, education, and ways of knowing. Living and working in Kitchener, which is situated on the unceded territories of Indigenous Peoples, I recognize my role as a treaty partner and am deeply committed to moving beyond allyship towards meaningful action.

Whenever opportunities arise, I make it a priority to attend public events, community gatherings, and educational sessions that deepen my understanding and support Indigenous voices. In one of my previous professional roles, I organized and facilitated a learning event where participants visited the Mohawk Institute, creating a shared space for reflection on the legacy of residential schools and our collective responsibility in the reconciliation process.

My commitment is also shaped by my own lived experiences. I spent an important year of my life in an Indigenous area in India, where I formed close friendships with Indigenous communities who share many parallels with Canada's colonial history. Additionally, I was born and raised in a country that carries its own complex legacy of 200 years of colonial rule. These personal and professional experiences have profoundly shaped my understanding of colonial histories and their lasting impacts, reinforcing my dedication to lifelong learning and to contributing meaningfully to reconciliation efforts.

My Philosophy & Life

I see my role as a transformative one — both inside and outside the classroom. My teaching philosophy is rooted in creating kind, positive, and informative learning spaces where students feel safe to engage, reflect, and grow. I believe that meaningful learning can only happen in environments where individuals feel valued and respected. In my classrooms, and in the workshops I offer to faculty, I strive to foster a culture of shared understanding, where everyone brings their experiences and perspectives into the learning process.

I strongly advocate for a growth mindset and the practice of cultural humility. I encourage my students to embrace challenges as opportunities for development and to approach differences with curiosity and respect. Teaching for me is not only about delivering content — it is about creating human connections that foster confidence, empathy, and personal growth.

Mentorship has played a profound role in my own journey. Throughout my academic and professional career, I have been fortunate to have mentors who believed in me and guided me through different stages of my growth. I have experienced first-hand how one inspiring mentor can change the trajectory of someone’s life. I try to carry forward that same spirit of mentorship in my work — supporting students and colleagues to achieve their goals and navigate their own unique paths.

I also hold a deep commitment to supporting individuals from minority and historically oppressed groups. Whether in my teaching, consultations, or community involvement, I strive to create safe and empowering spaces where marginalized voices are heard, validated, and uplifted.

Giving Back to the Community

As an immigrant, I feel a strong sense of social responsibility to support others who are navigating similar transitions. I actively try to help new immigrants and international students, whether by offering guidance, having supportive conversations, or simply being a listening ear when needed. Sometimes, a simple conversation can make a world of difference for someone who feels lost or overwhelmed in a new country.

One of the most meaningful experiences in my early life was spending time with underprivileged children in Bangladesh — an experience that continues to fuel my commitment to equity and inclusion today. Whether in my professional work or personal life, I strive to spread kindness, understanding, and a sense of belonging to those around me.