History TALLER: Publications
Journal Articles
Santiago, M., & Dozono, T. (2024). Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences. Journal of the Learning Sciences.
Santiago, M. and Dozono, T. (2022). History is critical: Addressing the false dichotomy between historical inquiry and criticality. Theory & Research in Social Education.
Castro, E. (2022). The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroom. Teaching and Teacher Education.
Castro, E. (2022). “How every Black man should be”: Historical narrative construction as identity rearticulation. The Journal of Social Studies Research.
Dozono, T. (2022). Queer of Color Literacies as Subversive Reading Practice: How Queer Students of Color Subvert Power in the Classroom. Equity & Excellence in Education.
Dozono, T. (2022). Mutual Aid, Cooperatives, and Abolition: Reimagining Economics through, for, and of Racially Marginalized Communities. Annals of Social Studies Education Research for Teachers. 3(1).
Anderson, J., Bang, M., Brayboy, B. M. J., Cati, V., Gutiérrez, K. D., Hicks, D., Ho, L., Lee, C.D., Lee, S.J., Santiago, M., Walker, V.S., & Williamson-Lott, J. A. (2021). Agency and Resilience in the Face of Challenge as Civic Action: Lessons Learned from Across Ethnic Communities.
Dozono, T. (2021). Race and the evidence of experience: Accounting for race in historical thinking pedagogy. Critical Studies in Education.
Dozono, T. (2021). A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom Through an Abolitionist Framework. The Urban Review.
Dozono, T. (2021). Civic reasoning through paranoid and reparative reading: Addressing conspiracy theories within racialized and queer publics. Theory Into Practice.
Kohli, R., Dover, A. G., Jayakumar, U. M., Lee, D., Henning, N., Comeaux, E., Nevárez, A., Hipolito, E., Carreno Cortez, A., & Vizcarra, M. (2022). Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color. Journal of Teacher Education.
Santiago, M. (2020). Diluting Mexican American History for Public Consumption: How Mendez Became the “Mexican American Brown”. Teachers College Record.
Dozono, T. (2020). The passive voice of White supremacy: Tracing epistemic discursive violence in world history curriculum. Review of Education, Pedagogy, and Cultural Studies.
King, L., Woodson, A. and Dozono, T. (2020). Framing Race Talk in World History Classrooms: A Case Study of the Haitian Revolution. The Journal of Educational Foundations.
Dozono, T. and Taylor, R. (2020). Teaching for Open-Mindedness: A Justice-Oriented Approach. Educational Theory.
Santiago, M. (2019). Using historical inquiry to challenge the narrative of racial progress. Cognition and Instruction.
Santiago, M. (2019). From multicultural representation to romanticized stories: How contemporary context influences how we conceptualize Latinx school desegregation. Journal of Social Studies Research.
Santiago, M. (2019). A framework for an interdisciplinary understanding of Mexican American school segregation. Multicultural Education Review.
Santiago, M. and Castro, E. (2019). Teaching anti-essentialist historical inquiry. The Social Studies.
Dozono, T. (2019). “Negation of being and reason in the world history classroom: ‘They used to think of me as a lesser being.’” Race Ethnicity and Education.
Santiago, M. and Vargas, J. (2019). The fluidity of historical analysis: Students in interpretations of Mendez v. Westminster. Association of Mexican American Educators.
Castro, E., Presberry, CB., Venzant-Chambers, TT. (2019). Twelve years Unslaved: Lessons from Reconstruction and Brown for contemporary school leaders. Journal of Research on Leadership Education.
Halvorsen, A., Santiago, M., Castro, E., and Whitford, A. (2018). Civic life in the neighborhood: Leveraging historical context to teach injustice in the elementary grades. Social Studies Journal.
Dozono, T. (2018). The fascist seduction of narrative: Walter Benjamin’s historical materialism beyond counter-narrative. Studies in Philosophy and Education.
Santiago, M. (2017). Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives. Theory and Research in Social Education.
Dozono, T. (2017). Teaching alternative and indigenous gender systems in world history: A queer approach. The History Teacher.
Dozono, T. (2016). Historical experience and the Haitian Revolution in the history classroom. The Social Studies.
Book Chapters & Books
Santiago, M., and Tadashi, D. (2025). Shifting the lens in history education: Centering racial and ethnic knowledge in the classroom. Boston, MA: Harvard Education Press.
Castro, E. (2022). "Movin' On Up": The Growing Role of Latinx Social Studies Topics Through the Grade Levels. In L.J. King (Ed), Racial literacies and social studies: curriculum, instruction, and learning. New York, NY: Teachers College Press. https://www.tcpress.com/racial-literacies-and-social-studies-9780807766569
Dozono, T. (2022). The Refusal to Learn: Inquiry Through Marronage in the History Classroom. In L.J. King (Ed), Racial literacies and social studies: curriculum, instruction, and learning. New York, NY: Teachers College Press. https://www.tcpress.com/racial-literacies-and-social-studies-9780807766569
Santiago, M. (2019). Güeras, Indigenas y Negros: A framework for teaching Mexican American racial/ethnic histories. In M. Gross & L. Terra (Eds), Teaching and learning the difficult past: Comparative Perspectives. New York, NY: Routledge. https://www.routledge.com/Teaching-and-Learning-the-Difficult-Past-Comparative-Perspectives/Gross-Terra/p/book/9781138087187
Santiago, M. (2018). Using Mendez v. Westminster to explore Mexican American discrimination. In S.B. Shear, C.M. Tschida, E. Bellows, L. B. Buchannan, and E.E. Saylor (Eds.), (Re)imagining elementary social studies: A controversial issues reader. Charlotte, NC: Information Age Publishing. https://www.infoagepub.com/products/(Re)Imagining-Elementary-Social-Studies