I’m a Japanese educator working in Canadian higher education, and that duality shapes how I see learning. I’ve sat in both the dominant seat and the marginalized one, and I keep returning to the same question: how much of what people know goes unseen simply because they don’t participate in the expected way?

My career has moved across international education, mentorship program design, and university program coordination — from Tokyo and Kyoto to Calgary. The through-line is making the invisible visible: building learning experiences where diverse contributions are recognized rather than obscured.

Now I’m formalizing that work through research. My MA at UCL focuses on AI-mediated collaborative learning and multimodal learning analytics — specifically, how these tools might surface the contributions of culturally and linguistically diverse learners instead of further entrenching the visibility of those who already fit the mold.