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In this interview, Victor Villanueva and Tabitha Espina discuss, through a review of Villanueva’s publications, how the teaching of Composition has changed throughout the years to consider the needs and exigencies of the times. Using rhetorical analysis, particularly of purpose and audience, and application of some of Villanueva’s most influential texts, Villanueva and Espina discuss the field’s critical responses to the racial reckoning of this historical moment through translingualism, decolonial pedagogies, agonism, and pluriversality. While Villanueva observes much progress in the field in approaching what he has called “cultural multiplicity,” he interrogates the complexities and politics of Otheredness and critiques the disproportionate burden on academics of color. Villanueva and Espina affirm the significance of memoria as a conceptual framework that, not just includes, but essentially functions rhetorically as the means by which ideas and knowledge are experienced and communicated.