Teaching Philosophy

Dr. Perez-Quetives teaching style fosters critical dialogues, encouraging students to explore Chicana/o/x, Latina/o/x, African American/Black, Asian American/Pacific Islanders, Mixed, and Indigenous scholars' work and literacies to guide them to understand how U.S. history empowers knowledge to understand how colonization and marginalization are the result of racism and other isms (sexism, genderism, ageism) that lead to the misuse of power and oppressive acts that exist in U.S. institutions and organizations (education, government, economy, religion, healthcare, and family). In her lectures and discussions, she employs storytelling and counternarratives as a methodology to empower students to self-examine and decolonize assumptions about the communities and families they come from, and to self-discover their testimonios as acts of agency. 

Furthermore, Dr. Perez-Quetives' teaching record and training incorporate interdisciplinary courses, workshops, and training for undergraduate and graduate students. Some courses and seminars include Diversity of Higher Education, The Value of Diversity, Equity, and Inclusion, and Foundations of American Education. As an instructor, she brings interdisciplinary training and an interest in the history, policy, and organization of the U.S. educational system (K-12 and higher education), sociology, critical theory, and mixed methodologies. Part of her pedagogy involves organizing a curriculum with a method of being inclusive of intersecting opinions and learning from different perspectives, even if we cannot personally relate to others’ experiences and stories. As an instructor, Perez-Quetives has expectations of her students and wants to encourage them to be open to learning new ideologies and skills that support them in exploring and meeting their personal, academic, and professional goals.