An elderly Bangladeshi migrant, carrying an old Nokia phone, collects discarded packaged items from a rubbish bin to sell at a local recycling shop. Images © Aziz, 2025 [Field work in Subang Jaya, Selangor, Malaysia ]
Since the early 1990s, Bangladeshi migrant workers have played a vital role in Malaysia’s economic growth, especially in sectors like manufacturing, construction, and plantations (Dannecker, 2005). Despite their contributions, they remain structurally marginalized—often seen as outsiders in public conversations and subject to exclusionary policies by the state (Dannecker, 2013). Recent policy changes have made their uncertain conditions worse. While existing research tends to view these migrants mainly in economic terms or as passive victims, it largely ignores the social and digital aspects of their daily lives. This project addresses that gap by exploring how Bangladeshi migrants exercise agency and resilience while managing their marginal status. It examines how they maintain social connections, access resources, and possibly build a sense of belonging through digital platforms. By focusing on their digital and socio-cultural practices, the study moves beyond victim narratives to show how migrants actively navigate life in uncertain and precarious conditions.
My teaching philosophy is rooted in Paulo Freire's "Pedagogy of the Oppressed," which posits education as a practice of freedom. My goal is to empower students to learn and question, challenge, and transform the world around them.
In my classroom, I foster a participatory and inclusive environment where diverse voices are heard, respected, and valued. I design lessons that draw on students' experiences and encourage critical thinking, dialogue, and collaboration. I utilize innovative teaching methods—such as group projects, case studies, and reflective exercises—to ensure students’ meaningful participation to cultivate critical thinking, collaboration, and creativity. I pay special attention to students from marginalized backgrounds, ensuring their perspectives are centered and their identities affirmed. I believe students should be active participants in their learning, not passive receivers of knowledge.