I am Anika Tabassum Arpa – a teacher, a researcher, and above all, a first-generation brown girl from South Asia, a dreamer rooted in the vibrant, complex heart of Dhaka. My journey has not been scripted in theory alone; it’s been written in classrooms where I had to claim my voice, in systems that often valued silence over curiosity, and among students whose potential was boxed in by outdated molds. Those early struggles didn’t break me; they gave me purpose.

I hold an M.Ed. in Curriculum and Instructional Technology and a B.Ed. in Science, Mathematics, and Technological Education from the University of Dhaka. I have contributed to several national and international projects with BRAC, UNHCR, Caritas, GIZ, Save the Children, and others, focusing on how curriculum, teacher training, and technology can be powerful tools for justice, not just reform. Through all my research, I’ve had the privilege of engaging with countless individuals, and one question has connected all of my work: How can we make the education system more inclusive and accessible for everyone?

My journey has taken me from crowded urban classrooms to climate-affected communities and refugee learning spaces, where I’ve seen brilliant minds dim under the weight of rigid systems, yet also witnessed transformative moments of courage and hope. In a village near the Sundarbans, a young girl who had defied norms to become literate used her mobile phone to decipher a flood warning and guide her entire community to safety—showing me, in one breathtaking moment, that education doesn’t just open minds; it saves lives.

Alongside my research, I have taught in both traditional and unconventional classrooms—everything from public schools to a mobile school on a bus. My passion for writing and problem-solving comes from a deep desire to find creative solutions to the challenges students and educators face, making learning relevant and accessible.

As I pursue a PhD, I carry with me a vision: to build learning environments where every student—regardless of gender, geography, or background—feels they belong, where teachers are empowered, and where education speaks to life, not just exams.

Like Van Gogh, “I dream my painting, then I paint my dream”: an education system that becomes a canvas for true inclusion, where every student belongs, no one must choose between their dream and their reality, and learning becomes art in motion—one brushstroke, one life, at a time