From the Classroom to Honduras: How Martín García Is Making a Difference

For Martín García, PhD, education is about more than what happens in the classroom. The EWU Chicano Studies professor traveled to rural Honduras to help bring reliable access to clean water for communities that have never had it. 

Working alongside volunteers from Misión Angelitos, a nonprofit based out of Washington’s Tri-Cities, García spent two weeks creating a water supply infrastructure in La Colonia and El Mirador. His volunteerism reflects the values he teaches at Eastern: community engagement, solidarity, and a commitment to using knowledge to serve and uplift historically underrepresented populations.

 We asked García to share more about what motivated him to participate in this project, how it connects to his work as an educator and scholar, and what the experience meant to him.

What led you to spend your personal time working in Honduras?
When Jesse Zepeda, the president of the board of Misión Angelitos, shared details of the water project they had already started, it brought memories of my childhood growing up without potable water in the mountains of Michoacán [Mexico]. It was then that I decided taking part in this project would have a significant impact on the lives of those affected, particularly women and children. Water is a necessity that all should have access to, no matter where you reside in the world.

There was also an academic interest given that we had been in the neighboring country of Nicaragua in 2008, 2015, and 2016 conducting interviews for our co-author publication “The Role of Female Combatants in the Nicaraguan Revolution and Counter Revolutionary War” published by Routledge in 2019. When we interviewed female combatants along with their male comrades, they shared stories about the role Honduras played in the civilian conflict. It served as a base for counter-revolutionary forces to launch attacks against the Sandinista government during the Contra War (1979–1990); it also served as an escape route and a supply hub for Contra fighters.

Additionally, being one of the poorest countries in Central America, improving the quality of life of its residents made a lot of sense to me. As an undergraduate at EWU, I took a lot of UN-related courses that addressed the lack of necessities, such as potable water, mostly in African countries. I promised myself that I would, at one point in my life, take part in efforts to improve the quality of life of people somewhere in the world. The water project in Honduras was a natural fit and an ideal opportunity to make a difference.

What did you learn from this experience, both personally and professionally?
Taking time to assist others in need is among the most rewarding experiences I’ve had in my life. A week of my time and effort taking part in the water project had a lifetime impact on families, especially women and children.

Professionally, I developed a strong connection with a local nonprofit from the Tri-Cities, which happens to be my hometown and also a recruiting hub for EWU and [can provide] potential internship opportunities for our students.

In what ways did your background in Chicano Studies shape or influence your work?
Chicano Studies is an interdisciplinary field influenced by traditional disciplines such as political science, sociology, psychology, anthropology, and economics. The book on female combatants addresses issues of race, ethnicity, gender, and social class, among other subjects. Chicano Studies has a strong tradition of community advocacy and challenging power structures that discriminate and oppress marginalized communities.

How do you see the relationship between your academic work and your engagement with communities like the one in Honduras?
Given its cultural, economic, and political influence through free-trade agreements as well as its foreign policy, the United States has significantly impacted the economic and political development of these countries, especially in Central America. Therefore, it is our responsibility to document and inform the world of its effects and contribute to the extent that we can to the well-being of people residing in this part of the world.

For example, Central American countries have been destabilized by actions taken by the U.S., uprooting their populations and triggering mass migration to other countries, including the U.S. The immigrants from these countries, due to the lack of immigration reform, ultimately become a captive labor force that significantly contributes to the economy and cultural enrichment of the U.S.—subjects we explore in Chicano Studies.

For students who may be considering Chicano Studies courses, what do you hope they take away from the experience?
Chicano Studies is engaging, empowering, and uplifting. It strengthens the identity and cultural foundation of students who take these courses, regardless of their ethnicity and background; it helps students develop critical thinking and practical skills that are in demand in various careers, such as healthcare, business, engineering, education, government, and technology, including the AI industry.

Whether he’s conducting research, leading classroom discussions, or engaging in public service, García demonstrates that education has the power to drive meaningful change. His work reflects the hands-on, community-centered approach that defines both Chicano Studies and EWU as a whole. By bringing his experiences back into the classroom, he encourages students to think critically, engage with their communities, and use their education to make a positive impact.

That same commitment is reflected in his teaching and research on gender, migration, political representation, and social justice across Latin America and in his service to those communities.

Learn More About Dr. García