I have been a mathematics teacher educator in Nepal since 1998 after the completion of my first Master’s degree in mathematics education. From 1998 to 2001, I was involved in an innovative in-service teacher education program that could be an example of how a university and local communities can work together to improve the quality of education in schools. In 2002, I went to Perth to pursue further studies in mathematics education. I completed a Post-Graduate Diploma and MSc in mathematics education by the end of 2003 under the AusAid Scholarship. My doctoral research and subsequent research and practice addresses the protracted problem of culturally decontextualised nature of mathematics education which un/wittingly prevents many school students from gaining full access to powerful mathematical ideas. With an emphasis on envisioning, I have developed a mathematics curriculum model to implement creative and innovative pedagogies that help students gain access to much needed mathematical skills and knowledge required for critical and active citizenship. More so, my inquiry has investigated a number of pedagogical approaches that offer innovative ways of constructing pedagogical knowledge needed to harness students’ creative understanding of mathematics. My epistemology of research and professional practice are informed by multiple paradigms of educational research and philosophy, such as interpretivism, pragmatism, criticalism, post/modernism and integralism, to name a few. Unsurprisingly, I draw from self-study, Wisdom and Cultural Traditions, transformative education, various forms of imagination and inclusive logics to address otherwise unaddressed research issues, problems and agendas of mathematics education.Specialties: STEAM Education, Mathematics Education, Qualitative Research, Transformative Learning, Post-Formal Thinking in Education, Nature of Mathematics, History and Philosophy of Science, Socially Responsible Mathematics Education