Dr. Lilia Monzo

Dr. Lilia Monzo

Professor
Attallah College of Educational Studies
Expertise: Marxist-Humanism; Critical Pedagogy; Critical Race and Chicana Feminist Theories; Bilingual Education; Critical Ethnography and Narrative Inquiry
Office Location: Reeves Hall
Scholarly Works:
Digital Commons
Education:
University of California, San Diego, Bachelor of Arts
University of Southern California, Master of Science
University of Southern California, Ph.D.

Biography

Co-Director, Paulo Freire Democratic Project

Outside Appointments Principal Investigator and Adjunct Honorary Member in USA, Centro de Estudios en Epistemologia Pedagógica (CESPE) 

Dr. Lilia D. Monzó is a Professor at the Attallah 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. Dr. Monzó is a Marxist-humanist, critical pedagogue whose scholarship and teaching confront intersectional systems of oppression as they exist within a racial-colonial and patriarchal global capitalist system. Dr. Monzó also draws on complimentary theoretical frameworks to guide her work including feminist, womanist, Chicana and standpoint theories, Critical race theories, decolonial theories, and sociocultural theory. Dr. Monzó engages in critical and decolonizing qualitative research, including critical ethnography, critical narrative and life history method and participatory action research to improve existing social and material conditions for participants while simultaneously working to develop a praxis of liberation and a more human society.

Dr. Monzó is appointed as to the faculty of the Ph.D. in Education program and teaches primarily in the Cultural and Curricular Studies (CCS) emphasis. Dr. Monzó engages a humanizing teaching pedagogy that rigorously prepare students to develop a critical analysis of society and education and a new socialist imaginary, and to engage in an ethical praxis of humanizing and decolonizing qualitative research.

Dr. Monzó is the author of A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity, published in 2019.

Recent Creative, Scholarly Work and Publications

Monzó, L.D. & Marquez, E. (2024). Literacies of the heart: Challenging racism and the dialectics of university politics. Critical Pedagogy 15(4), 74-95.
Monzó, L.D. & Flores, C. (2024). Intersectional Marxism and the Dialectic: Interpreting Marx For Our Times –Review of the 2022 PM Press publication of Marx’s, Critique of the Gotha Program. New Politics, XX (1), 149-154.
Monzó, L.D. & Pecenkovic, N. (2024, Spring). Freedom for Palestine. Critical Happenings: A Newsletter of the Paulo Freire Democratic Project, 1.
Monzó, L.D. & Pecenkovic, N. (2023). Toward a Decolonial Marxism: Considering the Dialectics and Analectics in the Counter Geographies of Women of the Global South. In R. Hall, I. Accioly, & Krystian Szadkowski, Eds, The Palgrave International Handbook on Marxism and Education. Springer Nature.
McLaren, P. & Monzó, L.D. (2022). Guevara, Ernesto “Che”. In A. Maisuria (Ed.), Encyclopedia of Marxism and Education. The Netherlands: Brill.
Monzó, L.D. & Branch, K. (2022). Gender and Education: The Revolutionary “Force and Reason” of Women. In M. Cole (Ed.). Equality, education, and human rights in the United States. New York: Routledge.
Monzó, L.D. (2021). Revolution as dialectical, communal praxis: A response to Antonia Darder. In, C. Evenson, K. Stockbridge, & S. SooHoo, (Eds.), Freirean echoes: Scholars and Practitioners Dialogue on Critical Ideas in Education. Miers Publishing.
Heinemann, A.M.B. & Monzó, L.D. [equal author contribution]. (2021). Capitalism, forced migration, and adult education: Toward a critical project in the second language learning classroom. European Journal for Research on the Education and Learning of Adults 12(1), 65-79.
Monzó, L.D. (2021). The dialectic in Marxism and Freedom for today: The unity of theory and practice and the movement of today’s concrete struggles. In K. Anderson, K. Durkin, & H. Brown (Eds.). Raya Dunayevskaya's Intersectional Marxism: Race, Gender, and the Dialectics of Liberation. (pp. 141-168). Springer.
McLaren, P. & Monzó, L.D. (2020). Ernesto “Che” Guevara (1928-1967). In I. Ness & S. Maty Bâ (Eds.), Palgrave Encyclopedia of Imperialism and Anti-Imperialism. Houndmills, Basingstoke, Hampshire, UK: Palgrave Macmillan.
McLaren, P. & Monzó, L.D. (2019). Growing the revolutionary intellectual, creating the counterpublic sphere. In P. Leavy (Ed.), The Oxford handbook of methods for public scholarship. (pp. 669-700). New York: Oxford University Press.
Zhao, M., Rodriguez, J., & Monzó, L. D. (2019). Media discourses that normalize colonial relations: A critical discourse analysis of (im)migrants and refugees. Language, Discourse & Society 7 (1): 127-142.
Monzó, L.D. (2019). A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity. New York: Peter Lang Publishers.
Scatamburlo-D’Annibale, V., McLaren, P. & Monzó, L.D. (2018) "The complexity of Spivak’s project: a Marxist interpretation", Qualitative Research Journal, 18(2), 144-156.
Monzó, L.D. (2018). Education as and for social development: The case of Cuba. Published Education Conference Proceedings. Izmir, Turkey.
Monzó. L.D. & McLaren, P. (2017). Foreword – Unleashed: Whiteness as Predatory Culture. In T. Kennedy, J. Middleton, K. Rattcliffe, (Eds.), Rhetorics of Whiteness: Postracial Hauntings in Popular Culture, Social Media, and Education. Southern University Illinois Press.
Monzó, L.D. (2017). Women of color as revolutionary force. In A. Rodriguez & K.R. Magill, (Eds), Imagining Education: Beyond the logic of global neoliberal capitalism. Information Age Publishing, Inc.
Kincheloe, J.L. McLaren, P., Steinberg, R. and Monzó, L.D. (2017). Critical pedagogy and qualitative research: Moving to the bricolage. In Handbook for Qualitative Research, 5th edition. SAGE.
Monzó, L.D., McLaren, P., & Rodriguez, A. (2017). Deploying guns to expendable communities: Bloodshed in Mexico, US imperialism and transnational capital – A call for revolutionary critical pedagogy. Cultural Studies/Critical Methodologies, 17 (2), 91-100.
Monzó, L.D. & McLaren, P. (2017) Marked for labor: Latina bodies and transnational capital – A Marxist feminist pedagogy that pushes back! In C.R. Monroe, (Ed.), Race and colorism in education. New York: Routledge.
Monzó, L.D. & McLaren, P. (2016). Challenging the violence and invisibility against women of Color – A Marxist imperative. Iberoamérica Social: revista-red de estudios sociales.
Monzó, L.D. & Morales, P.Z. (2016). Critical pedagogy and participatory democracy: Creating classroom contexts that challenge “common sense.” Democracy and Education, 24(1).
Monzó, L.D. (2016). “They don’t know anything!”: Latino immigrant children appropriating the oppressor’s voice and the complicit role of schooling. Anthropology & Education Quarterly, 47(2).
Monzó, L.D. & McLaren, P. (Eds.), (2016). Revolution and Education. Knowledge Cultures, 4(6).
Monzó, L.D. & McLaren, P. (2015). Pedagogy of possibility: Socialism on the way to “deep democracy.” Anthropology & Education Quarterly, 46(4).
Hill, D., Wilson, F., & Monzó, L. (2015). Neoliberalism and the new common sense in education: A Marxist critique. The SoJo Journal: Educational Foundations and Social Justice Education, 1(1).
Monzó, L.D. (2015). Pushing back on neoliberalism and paving the road for class struggle: Lesson from América Latina. LAPIZ, 2, 129-156.
Monzó, L.D. (2015). Humanizing the tenure process. Toward a pedagogy of the heart. In A. Kemp (ed.), The dignity of the calling: Educators share the beginnings of their journeys. Information Age Publishing.
Monzó, L.D. & McLaren, P. (2015) The future is Marx: Bringing back class and changing the world – A moral imperative. In M.Y. Eryaman & B. Bruce (Eds.), International Handbook of Progressive Education (pp. 643-670). PEGEM.
Monzó, L.D. (2015). Afterword - Comrade Peter: Marx meets Ginsberg. In P. McLaren, Pedagogy of Insurrection. Peter Lang.
Monzó, L.D. & McLaren, P. (2015). Women and violence in the age of migration. Iberoamérica Social: revista-red de estudios sociales, June 10. Retrieved http://iberoamericasocial.com/women-and-violence-in-the-age-of-migration/
Monzó, L.D. (2015). Confronting colonial representations of Latinas: Developing a liberation praxis. Postcolonial Directions in Education, 4(1), 1-25.
Monzó, L.D. & SooHoo, S. (2014). Translating the academy: Learning the racialized languages of academia. Journal of Diversity in Higher Education. 70 (3), 147-165.
Monzó, L.D. & McLaren, P. (2014). Toward a red theory of love, sexuality, and the family. Iberoamérica Social: revista-red de estudios sociales (III), 48-51. Retrieved http://iberoamericasocial.com/toward-a-red-theory-of-love- sexuality-and-the-family
Monzó, L.D. & McLaren, P. (2014, Dec.). Red love: Toward racial, economic and social justice. Truthout, Dec. 18. Retrieved http://www.truth-out.org/opinion/item/28072-red-love-toward-racial-economic-and-social-justice
Morales, P.Z. & Monzó, L.D. (2014). Ethics and power in education research: Looking for equity across research contexts. The Qualitative Report 19(79), 1-14. Retrieved http://www.nova.edu/ssss/QR/QR19/morales79.pdf
Monzó, L.D. & McLaren, P. (2014). Critical pedagogy and the decolonial option: Challenges to the inevitability of capitalism. Policy Futures in Education, 12(4), 513-525.
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, 28(4), 373-393.
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.
McLaren, P. Monzó, L.D., & Rodriguez, A. (2014). Distribución de armas a comunidades prescindibles. Baño de sangre en México, imperialismo estadounidense y capital transnacional: por una pedagogía crítica revolucionaria. In Tiempos violentos Barbarie y decadencia civilizatoria. Buenos Aires, Argentina: Ediciones Herramientas.
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. & Merz, A. (Eds.). (2012). The hope for audacity: Public Identity and Equity Action in Education. New York: Peter Lang Publishing.
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. & 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. & Rueda, R. (2009). Passing for English fluent: Latino immigrant children masking language proficiency. Anthropology and Education Quarterly, 40(1), 20-40.
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.

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