My background as a first-generation, Mexican-American, and migrant scholar heavily informs both my scholarship and pedagogy. Both are rooted under the premise of service to underrepresented communities and students and remain committed to diversifying the historical narratives presented in the classroom. I have developed this philosophy as a result of over nine years of teaching, during my time as a discussion section leader at UC Riverside, as a lecturer at Cal State Northridge, and as an Assistant Professor at Washington State University thus far. In the classroom, as in my scholarship, I highlight diverse voices and narratives that help counter traditional narratives that perpetuate the myths of European and U.S. exceptionalism. As a result, my pedagogy heavily leans towards helping students become active participants in the rescuing of forgotten, hidden, or erased narratives from historical communities and subjects that have not figured in traditional mainstream historical narratives. I guide my students into engaging intellectual exercises of decolonization of the historical knowledge they receive whilst in college. In turn, through the application of said knowledge to their own personal life experiences, they critically engage the education they received in understanding the society and culture they live in, resulting from long-standing historical global processes that affect us to this day.

Inclusion, representation, and social justice are the three pillars that guide my pedagogy.