Jorge E. Garcia is an education PhD candidate in both Learning Sciences and Race. Inequality and Language programs. His dissertation, tentatively titled “Attuning to learning’s joyful dimensions as decolonial pedagogical practices; a multimedia study of learners’ and educators’ affective experiences of literacy learning in an urban after-school community center”, examines and puts into conversation teacher justice commitments and practices, classroom interactions and student generated creative writing to locate the role of affect and its relationship to power in student learning. He draws on Freireian ideations of joy along with Dr. Sara Ahmed’s affective economies in conversation with broader discourse about joy and learning; from educational neuroscience to decolonial aspects of buen vivir. In addition to centering affective dimensions of learning, his broader research agenda includes exploring the imposition of and simultaneous emancipatory engagement of technologies by historically marginalized and under-resourced communities of color in education contexts. Prior to his PhD studies, Jorge was an education sector non-profit leader and educator.