My teaching emerges not only from experiencing transnational learning situations, which familiarized me with the current scholarship, but also from reflecting on my past pedagogical practices to support my overarching vision of promoting social justice. Thus, I am always open to reconfiguring and refining my teaching practices, so long as it serves my mission of cultivating students’ critical thinking and empowering their voices that echo my vision of promoting social justice. I also seek to instil in my students a sense of social justice through my pedagogy. My goal is to help them think and cultivate their critical thinking about social injustice prevailing worldwide. Thus, as a lecturer, I dedicate myself to creating access and making space for all students, regardless of their background and diverse abilities. As teaching and research are equally essential and interwoven, my interest in social justice transfers to my research trajectory and agenda. Most of my studies in the past feature critical discourse analysis approaches and procedures, a field of study that strongly focuses on dismantling power imbalance, relations, and ideology to unpack social injustice. In my dissertation work, I slightly shift my focus on language and ethnoraciality to observe and embark on a discussion of their intersectionality in the Indonesian context, yet, with the persisting objective of advocating social justice.