Publications

Journal Articles and Book Chapters

*Please email me for PDF of any article (tmonreal42@gmail.com)

• Monreal, T. (2024). “No me dejaran ir porque they needed me here”: Spatializing corrective representatives by critiquing. Race Ethnicity and Education. 

• Monreal, T., & Stutts, C. (2023). The ambiguity of (non)belonging: Latinx teachers negotiate critical Social Studies in the U.S. South. Critical Questions in Education, 14(1), 97–106.

• Monreal, T., Patiño-Longoria, F., & Herrera, M. (2023). Intergenerational pláticas as Ethnic Studies freedom dreaming in Kern County. Ethnic Studies Pedagogies, 1(1), 48–61.

• Marks, S., Monreal, T., & Hays, A. (2023). Criticality through Race Radicalism and Material Politics. Voices from the Middle, 30(4), 51-56

• Christ, R. C., Varga, B. A., & Monreal, T. (2023). Creating máscar(a/illa)s: A decolonizing us-ing. In M. Sharma and A. Alexander (Eds.), Routledge companion to decolonizing art, craft, and visual culture education (pp. 129-137). Routledge.

• Monreal, T., & Tirado, J. (2023). “The (Self/Re)generating Sacred Energy Called Teotl”: Using Nahua Philosophy to Introduce Posthumanist Thinking. In B. Varga, T. Monreal, & R. Christ (Eds.), Toward a Stranger and More Posthuman Social Studies (pp. 139-148). Teachers College Press. 

• Ligocki, D., & Monreal, T. (2023). Freedom Dreaming Through Waking Nightmares: A Duoethnography Of Education Scholars Navigating Public Schooling As Parents. Journal for Leadership, Equity, and Research, 9(2).

• Tirado, J., Rodriguez, G; Monreal, T., Ender, T (2023). Civics and Latinidad: Letters to the past with hopes for the future. In K. Duncan (Ed), Civic engagement in communities of color: Pedagogy for learning and life in a more expansive democracy (pp. 31-40). Teachers College Press.

• Monreal, T. (2023). D’oh! Schools, race, segregation…and zip codes? In A. Whitlock (Ed.), Hollywood or History? An inquiry-based strategy for using The Simpsons to teach social studies. Information Age Press.

• Monreal, T. (2022). “Here being in schools is worse”: How Latinx teachers navigate, recreate, and instigate hostile spaces in the U.S. South. Educational Studies, 58(1), 50–73. https://doi.org/10.1080/00131946.2021.1994972

• Monreal, T., & Popielarz, K. E. (2022). Teaching for spatial justice: A framework for social studies educators. Oregon Journal of the Social Studies, 10(2), 34–43.

• Monreal, T. (2022). “I feel like I am in-between. I am not from here or there. I don’t belong”: Using ecomaps to investigate the relational spaces of Latinx im/migrant teachers in South Carolina. In C. Magno, J. Lew, & S. Rodriguez (Eds.), (Re)Mapping migration and education: Methods, theory, and practice (pp. 13-37). Brill.

• Tirado, J. & Monreal, T. (2022). Soñando en/del Sur Latinx: Letting the Youth disrupt narratives of division. In A. Vickery & N. Rodriguez (Eds.), Critical Race Theory and Social Studies Futures From the nightmare of racial realism to dreaming out loud (pp. 140-147). Teachers College Press.

• Monreal, T., & Tirado, J. (2022). Don’t call it The New (Latinx) South, estábamos aquí por años. In Y. Medina & M. Machado-Casas (Eds.), Critical Understandings of Latinx in Global Education (pp. 100–125). Brill.

• Rodriguez, S., Gamez, R., & Monreal, T. (2022). Latinx (im)migrant racialization, anti-Blackness, and the social and educational landscape of the U.S. South. In J. Scott & M. Bajaj (Eds.), World Yearbook of Education 2023 (139-157). Routledge. 

• Monreal, T. & McCorkle, W. (2022). Why are teachers walking out in South Carolina? In H.Tran & D. Smith (Eds.), How Did We Get Here? The Decay of the Teaching Profession (pp. 311-330). Information Age.

• Sinclair, K., Rodriguez, S., & Monreal, T. (2022). “We can be leaders”: Minoritized youths' subjugated (civic) knowledges and social futures in two urban contexts.  International Journal of Qualitative Studies in Education, 1–19. https://doi.org/10.1080/09518398.2022.2025488

• Monreal, T., & Tirado, J. (2022). “Then I knew we had won something they could never take away”: Investigating Salt of the Earth. In S. J. Kaka (Ed.), Hollywood or History?: An inquiry-based strategy for using film to teach about inequality and inequity throughout history (pp. 301–317). Information Age Publishing.

• Tirado, J., & Monreal, T. (2022). Welcome to Zinctown: Bringing Salt of the Earth (1954) to Your Classroom. Social Education, 86(3).

• Monreal, T., & Floyd, R. (2021). “Ain’t no white people have to be cultural ambassadors, right?” How a Latinx teacher in the US South resists ephemeral multiculturalism for political praxis. Theory Into Practice, 1–10. https://doi.org/10.1080/00405841.2021.1987095

• Gamez, R. & Monreal, T. (2021).“We have that opportunity now”: Black And Latinx Geographies, (Latinx) racialization, and “New Latinx South”. Journal of Leadership, Equity, and Research (Latinx Research Center Special Issue/Lead article). 7(2). 1-24. 

• Monreal, T. (2021).  Stitching Together More Expansive Latinx Teacher Self/ves: Movidas of Rasquache and Spaces of Counter-Conduct in El Sur Latinx.  Theory, Research, and Action in Urban Education (Special Issue). 7(1). 17-31.

• Varga, B. A., & Monreal, T. (2021). (Re)Opening closed/ness: Hauntological engagements with historical markers in the threshold of mastery. Taboo: The Journal of Culture and Education, 20(3), 80–97.

• Monreal, T., & Varga, B. A. (2021). Non/Human (Un/En)Tanglements: Practitioner-based engagements with post-humanism, multiculturalism, and visual materials. In C. Clark, K. J. Fasching-Varner, I. Jackson, N. A. Marrun, & K. J. Tobin (Eds.), Multicultural curriculum transformation in Social Studies and Civic Education (pp. 265–284). Lexington Books.

• Monreal, T., & Varga, B. A. (2021). Representing Ancient Egypt(ians)/Visual mediums and public perception. In Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History (pp. 67–79). Information Age Publishing.

• Monreal, T., & Tirado, J. (2021). Seeing the Mayans/Issues of representation in media. In Hollywood or History? An Inquiry-Based Strategy for Using Film to 

Teach World History (pp. 271–284). Information Age Publishing.

• Monreal. T., Cervantes-González, A., & Torres, L. (2021) Book Review: Latina Teachers. Journal of Leadership, Equity, and Research. 7(1). 1-5

• Monreal, T. (2020). Hecho en South Carolina: K-12 Latinx educators made in, and remaking, El Sur Latinx [Dissertation]. University of South Carolina.

• Monreal, T., & McCorkle, W. (2020). Social studies teachers’ attitudes and beliefs about immigration and the formal curriculum in the United States South: A multi-methods study. Urban Review.

• Monreal, T., (2019) The Middle Grades Social Studies Curriculum as a Site of Struggle for Social Justice in Education. In Papa, R. (Ed). Springer Handbook on Promoting Social Justice in Education. Springer, 1-29

• Popielarz, K. & Monreal, T. (2019). Teaching (for) Spatial Justice is teaching (for) Social Justice. Curriculum in Context. 45(1). 7-11. 

• Monreal, T. & Weiser, G. (2019). Integrating Civil Liberties into Middle Grades World History: Bringing Colin Kaepernick into Ancient Mesopotamia. In Hubbard, J. (Ed). Extending the Ground of Public Confidence: Teaching Civil Liberties on K-16 Social Studies (pp. 123-138). Charlotte, NC: Information Age Publishing. 

• Monreal, T. (2019). (Re)learning to Teach: Rasquachismo in the South. Latino Studies Journal. 17(1). 118-126. 

• Monreal, T. (2018). No Me Puede Arrestar Por Nada (You can not arrest me for nothing): Using film to investigate Westward “Expansion” and the Borderlands at the turn of the nineteenth century. History Matters! 31(October). 

• Rodriguez, S. Monreal, T., & Howard, J. (2018) “It’s about hearing and understanding their Stories”: Teacher empathy and socio-political awareness toward newcomer undocumented students in the New Latino South. Journal of Latinos and Education

• Monreal, T. (2018). Chicano Power and Youth Resistance: Walking Out for Civil Rights. In Roberts, S. & Elfer, C. (Eds). Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach United States History. Information Age Publishing. 

• Monreal, T. (2018) The viejo “New Latino South”: A review of Corazón de Dixie for teacher educators and practitioners. Teacher Education Journal of South Carolina. 12(1). 51-60.

• McCorkle, W., Rodriguez, S., & Monreal, T. (2018). Teaching DACA. Social Education. 82(6). 353- 354. 

• Monreal, T. (2017). More than Human Sacrifice: Teaching about the Aztecs in the New Latino South. Middle Grades Review. (3)3, 1-9. 

• Rodriguez, S. & Monreal, T. (2017) “This state is racist.”: Policy problematization and undocumented youth experiences in the New Latino South. Educational Policy. (Special Issue) Fall 2017.

• Monreal, T. (2016). Is There ‘Space’ for the International Baccalaureate? Current Issues in Comparative Education, (19)1, 26-42.

• Monreal, T. (2016, August). Beyond Surface Level Digital Pedagogy. Hybrid Pedagogy.