My Career

As an equity strategist, I have worked with schools and districts across the United States and internationally to design inclusive frameworks, implement culturally sustaining pedagogy, and reform assessment practices. My focus has always been on transforming schools into spaces of belonging for every learner, particularly for students from marginalized communities. I help institutions audit their curriculum, embed anti-racist and anti-colonial practices, and build educator capacity for long-term systems change.

My life’s work is rooted in a belief that every student’s voice matters. Through keynote speeches, national workshops, and school partnerships, I champion student agency and design strategies that amplify student identity and lived experience. Whether it’s through the “Pedagogies of Voice” framework or district-wide equity reviews, my goal is always the same: to help schools become places where students feel seen, heard, and empowered.

My Ph.D. dissertation examined belonging and inclusion for Arab American students in public education systems, an area long neglected in mainstream equity discourse. Drawing on student narratives and community partnerships, I explored the interplay of identity, cultural validation, and systemic marginalization. The research continues to inform my consulting, curriculum development, and national advocacy work around dismantling anti-Arab racism in schools.

My move to Illinois opened up new professional and leadership opportunities, from serving as Department Chair and District Equity Leader to deepening my work with national educational networks. In a state with both urban and suburban diversity, I was able to engage directly with superintendents, policymakers, and educators committed to inclusive reform, while also mentoring teachers navigating increasingly politicized classroom dynamics.

During my time working on an educational reform project in Abu Dhabi, I led professional development efforts focused on modernizing instruction and building educator capacity for student-centered learning. It was able to blend my commitment to global equity with deep respect for cultural context. I worked closely with teachers across the Emirates, introducing pedagogical strategies that honored local heritage while integrating best practices from global education systems.

My consulting work has taken me to Canada, the UAE, Jordan, and beyond. I’ve helped schools build equity teams, redesign curriculum, train educators on identity-affirming practices, and implement data-driven strategies for inclusive reform. From refugee schools to international academies, I support educators in designing systems that center justice and humanity, regardless of borders.

One of the most formative parts of my journey has been working in refugee camps. In these complex and often under-resourced environments, education becomes not just a right, but a lifeline. I supported teachers in developing trauma-informed practices, coached staff on restorative classroom culture, and collaborated on creative curricular strategies that honored students’ resilience and cultural roots. These experiences continue to anchor my work in compassion and purpose.

I have written, reviewed, and redesigned curriculum for schools in multiple global contexts, ensuring that learning materials are inclusive, anti-colonial, and aligned with local culture. Whether crafting literacy units in the Middle East or designing history modules for international schools, I prioritize curriculum that is rigorous, healing, and representative of diverse identities and worldviews.

In the U.S., I’ve worked with school districts to audit and reconstruct curriculum across subjects and grade levels. My focus includes integrating Arab American narratives, elevating voices of historically excluded communities, and embedding social justice learning. I guide schools in aligning their curriculum with both state standards and equity goals—offering students a fuller, more truthful education that affirms who they are.