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RESEARCH AREAS
Feminist & De/Colonial Inquiry Motherhood, Care & MotherScholrship Autoethnography & Narrative Inquiry Gender, Embodiment & Institutional Power Transnationalism, Migration & the Global South Arts-Based, Multimodal & Public Scholarship Post-Qualitative & Experimental Methodologies Teacher Education & Critical Pedagogy
EDUCATION
Ph.D., Curriculum Studies Expected Spring 2027
Purdue University, West Lafayette, IN, USA
Department of Curriculum and Instruction
Dissertation: (Un)Mothering in Academia: An Autoethnographic Inquiry into Maternal Expectations and Disobedience.
Advisor: Dr. Jake Burdick. Associate Professor, Purdue University.
Graduate Certificate in Qualitative Research Aug 2026
M.Ed., Curriculum and Instruction 2019
University of Dhaka, Institute of Education and Research, Bangladesh
M.Sc., International Management and Marketing 2008
Queen Mary University of London, UK
Thesis: Childhood Obesity and Ethical Brand Extension Strategy: A Case Study on McDonald's Happy Meals
B.B.A., Marketing 2005
University of Dhaka, Faculty of Business Studies, Bangladesh
Internship Thesis: International Marketing Strategy in Bangladesh: An Operational Analysis of DHL Express
My Research Statement
My research examines culturally situated experiences of gender, transnational Mothering, migration, multilingualism, and institutional power while asking whose knowledge becomes recognizable within dominant academic structures. Grounded in feminist and de/colonial thought, I use autoethnographic, arts-based, narrative, and post-qualitative approaches to make complex lived knowledge legible without reducing it. My work increasingly moves beyond academic texts toward participatory, public, and community-engaged forms of knowledge-making.
My Teaching Statement
My teaching is grounded in co-created, experiential learning that treats students’ lived experiences as intellectual resources. Across sixteen years of teaching in Bangladesh and the United States, I have used contemporary cases, community encounters, collaborative autoethnography, and arts-based and multimodal work to connect theory with lived worlds. I approach inclusion as pedagogical practice, creating multiple ways to participate, question, and produce knowledge, while mentoring students toward intellectual possibilities they define for themselves.
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