As a Mexican citizen, a graduate student in the USA, and currently employee in Canada, I thought that “NAFTA” would be a good title to start my blog post since I am a good example of it. It has been almost seven years since I started my adventure as a Graduate Student at Central Michigan University. With hopes to graduate this summer (without jinxing it) I recently found myself in a totally different position and place. This year has started very busy, forcing me to already miss important academic events such as the AHA conference due to my immigration status being in process. So far, I haven’t even been able to leave the country unless I travel with my spouse (thank you, Canada). Yet, it gets a bit more complicated than that: While finishing editing the introduction and conclusion of my dissertation, a bigger challenge waits for me. This Winter semester I started teaching at the University of Regina. I was lucky to get a sessional position here in Canada, to teach the classes Imperialism in Latin America, First Nations and Colonization as well as History of the Mexico-US Border. We will even employ some game-based learning methods!
I was very fortunate to get the classes at the University of Regina since they were looking for a Latin American Historian and I happened to be in the right place at the perfect time. The university puts special emphasis on the continuing support for Indigenous peoples and is situated (similarly to CMU) on Indigenous land. Besides the opportunity to gain wonderful teaching experience, I also had the chance to develop my course on the Mexico-US border. The latter is a relevant, fluid, dynamic, and ever-changing space which greatly influenced the history of North America. Considering the heated current events and politics of the border, the class could not come at a better moment. Thus, the University of Regina (in collaboration with the department of International Studies) gave me the opportunity to design this class and think of it as a history class with a focus on transnational studies. Students will gain a better understanding of the origins of the border idea, its formation and delimitation, while also participating in an open dialogue with the academic community. The Mexico-US Border will provide information on the effects of the past and the legacy of the present border situation.
In my First Nations and Colonization class, students are engaged in learning and understanding the Mesoamerican cultures and the impact of Colonialism in the Americas. Using elements of game-based learning, students will participate in a “First Nations Conventions,” a short but hopefully revealing debate. In addition, in my Imperialism in Latin America class, I will use the Mexican Revolution RTTP game. Students are already curious and engaged in the discussion, preparation, and conversation of the game.
As I look back and think on my experiences at CMU, I can only feel lucky and grateful for the education and training that I received from my professors and during my teaching training. Consequently, I will apply the methodologies that I learned in my time at CMU. The classes that I will be instructing are within my field of interest, which makes things more exciting but at the same time more challenging when you want to do your best in those areas. However, it can be very tempting to try to cover the topics more deeply than you should for the relevant education level. Nevertheless, I am teaching students in their 4th and final years and I have at least 8 students that are majoring in history. I believe that this gives hope for the future and development of the humanities by knowing that history is still a great subject of interest.
After all, the study of history is our job. Regardless of how busy and difficult things can get at the end of the day, teaching, writing, and presenting the stories that you enjoy as an academic historian are fulfilling and satisfying.