» Dr. Lilia D. Monzo
Assistant Professor

College of Educational Studies
Dr. Lilia D. Monzo
Office Location:
Reeves Hall 203
Email:
Education
University of California, San Diego, Bachelor of Arts
University of Southern California, Master of Science
University of Southern California, Ph.D.
Biography

Dr. Lilia D. Monzó is Assistant Professor of Education in the College of Educational Studies at Chapman University. She received the Ph.D. in Education from the University of Southern California in 2003 and followed that with a three-year Postdoctoral Fellowship at the University of California, Los Angeles. Her recent scholarship and research draw on revolutionary critical pedagogy to interrogate and confront the educational and sociopolitical contexts impacting Latino communities in the United States and América Latina. In her view, local realities and cultural formations, such as racism and patriarchy, must always be examined in relation to the totality of global capitalism. Dr. Monzó also draws on other theoretical frameworks to guide her work including Latina/Chicana feminist theory, decoloniality, and sociocultural theory. She uses critical ethnography and life history methods as a context within which to collaboratively improve existing social and material conditions for participants while simultaneously working to effect clarity, hope and vision for a societal transformation.

Dr. Monzó teaches courses in the Teacher Education Program that address critical and responsive approaches to working with students and families from diverse racial, ethnic, linguistic, and otherwise marginalized communities, including methods for teaching English learners and bilingual education. She also teaches qualitative research methodologies, including ethnography and life history methods in the Ph.D. program. She encourages students to challenge the ideologies that sustain existing capitalist social relations and to strategically adopt anti-racist, feminist, and critical pedagogy to create the spaces within which we can unite in solidarity and create a new social imaginary. 

Publications:

Monzó, L.D., McLaren, P., & Rodriguez, A. (in press). Deploying guns to expendable communities: Bloodshed in Mexico, US imperialism and transnational capital – A call for revolutionary critical pedagogy. Cultural Studies/Critical Methodologies.

Morales, P.Z. & Monzó, L.D.  (in press). Ethics and power in education research:Looking for equity across research contexts. Manuscripts accepted for publication in The Qualitative Report.

McLaren, P. & Monzó, L.D. (in press). Reclaiming Che! A pedagogy of love and revolution toward a socialist alternative. In I. Ness & S. Maty Bâ (Eds.), Palgrave Encyclopedia of Imperialism and Anti-Imperialism. Houndmills, Basingstoke, Hampshire, UK: Palgrave Macmillan.

Monzó, L.D. (2014).  Ethnography in charting paths toward personal and social liberation: Using my Latina cultural intuition. International Journal of Qualitative Studies in Education,1.

Monzó, L.D. (2014).  A critical pedagogy for democracy: Confronting higher education’s neoliberal agenda with a critical Latina feminist episteme. Journal for Critical Education Policy Studies. 12(1), 73-100.

Monzó, L.D. & McLaren, P. (2014). Critical pedagogy and the decolonial option: Challenges to the inevitability of capitalism. Policy Futures in Education, 12(4).

Monzó, L.D. (2013). A mother’s humiliation: Schools and institutionalized violence against Latina mothers. School Community Journal, 23(1), 81-110.

Monzó, L.D. (2013). Learning to follow: An ethnographer’s tales of engagement. In M.Berryman, S. SooHoo, & A. Nevin (Eds.), Culturally Responsive Methodology. (pp. 371-388). Bingley, UK: Emerald Group Publishing Limited.

Monzó, L.D. & Merz, A.  (Eds.). (2012). The hope for audacity: Public identity and equity action in education. New York: Peter Lang Publishing.

Monzó, L.D. & SooHoo, S. (2011). A wink or a nod: A call for the President’s consideration of race. Scholarlypartnershipsedu, 5(1), 4-22.

Rueda, R., & Monzo, L. (2010) Being scholarly and successful in the academy. In F. E. Obiakor, B. Algozzine, & F. Spooner (Eds.), Publish, flourish, and make a difference (pp. 59-74). Arlington, VA: Council for Exceptional Children.

Monzó, L.D. (2009). Fostering Academic Identities: Contextualizing Parents’ Roles. In M.L. Dantas & P. Manyak (Eds.), Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families (pp. 112-130). New York: Routledge.

Monzó, L.D. & Rueda, R. (2009). Passing for English fluent: Latino immigrant children masking language proficiency. Anthropology & Education Quarterly, 40(1), 20-40. 

Recent Creative, Scholarly Work and Publications
Monzó, L.D. (2013). Learning to follow: An ethnographer’s tales of engagement. In M. Berryman, S. Soohoo, & A. Nevin (Eds.), Culturally Responsive Methodology (pp. 371-388). Emerald Publishing.
Monzó, L.D. (2013). A mother’s humiliation: Schools and institutionalized violence against Latina mothers. School Community Journal, 23 (1), 81-110
Monzó, L.D. & Merz, A. (2012). Introduction. In L. Monzó & A. Merz (Eds.), The Hope for Audacity: Public Identity and Equity Action in Education (pp 1-14). New York: Peter Lang Publishers.
Monzó, L.D. & Soohoo, S. (2012). A wink or a nod: A call for the President’s consideration of race. In L. Monzó & A. Merz (Eds.), The Hope for Audacity: Public Identity and Equity Action in Education (pp. 31-62). New York: Peter Lang Publishers.(Reprinted from Scholarlypartnershipsedu, 5(1), 2011).
Monzó, L.D. & Merz, A. (Eds.). (2012). The hope for audacity: Public Identity and Equity Action in Education. New York: Peter Lang Publishing.
Monzó, L.D. & Soohoo, S. (2011). A wink or a nod: A call for the President’s consideration of race. Scholarlypartnershipsedu, 5(1). [equal author contribution]
Rueda, R. & Monzó, L.D. (2010). Successful in the Academy. In Publish and Flourish: A Guide for Writing in Education (2nd Edition).
Monzó, L.D. (2009). Fostering Academic Identitites: Contextualizing Parents’ Roles. In M.L. Dantas & P. Manyak (Eds.), Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families.
Monzó, L.D. & Rueda, R. (2009). Passing for English fluent: Latino immigrant children masking language proficiency. Anthropology and Education Quarterly, 40(1), 20-40.