“The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility.”-bell hoooks

As a trans-Latinx scholar, I am deeply committed to envisioning and cultivating classrooms as transformative spaces where imagination, enactment, and the initiation of social change converge. Grounding my teaching philosophy in decolonial and U.S. Women of Color feminists' principles, I embrace an engaged pedagogy that celebrates the act of transgression and revels in the diverse nuances of culture, resistance, and healing. My approach fosters critical dialogue that not only interrogates systems of oppression but also honors lived experiences as vital sources of knowledge. By prioritizing relationality and collective care, I strive to create educational environments where students are encouraged to explore, challenge, and reconstruct meanings of identity, community, and liberation. Through pedagogies rooted in joy, creativity, and fierce compassion, my goal is to cultivate classrooms that serve as vibrant sites of resistance and radical possibilities.

Rather than strictly adhering to conventional outcome-driven metrics, my pedagogical approach emphasizes processes and practices. This intentional focus aims to decolonize entrenched knowledge frameworks, ensuring that diverse communities and learning modalities are recognized, nurtured, and elevated.

I've been honored to teach at esteemed institutions, including The University of California Berkeley, Barnard College, Columbia University, Stanford University, Penn State, and most recently at the University of Utah. At each of these prestigious establishments, I'm humbled to have consistently received above-average teaching evaluations, a testament to the reciprocal learning process I value so deeply.

For those interested in a more detailed exploration of my teaching methodologies and feedback, my most recent course evaluation for the Trans Latinx Studies at Stanford University is available here. These evaluations highlight my commitment to fostering inclusive, dynamic, and reflective learning spaces, capturing students' appreciation for my interactive and thoughtful approach to complex and often sensitive topics. By continuously refining my practice through critical reflection and student feedback, I remain dedicated to advancing pedagogical approaches that empower learners to enact meaningful, transformative social change both within and beyond academic settings.