In episode 222, Dan and Michael chat with Melissa Rojas Williams about her new TRSE article titled, “‘Algunas personas aquí han venido con coyote como Areli?’: Conceptualizing the Latine civic counternarrative through diverse children’s literature.

Transcript 

Books, Articles and Other Amazing Resources

1. Williams, M. R., & Salinas, C. (2025). “Algunas personas aquí han venido con coyote como Areli?”: Conceptualizing the Latine civic counternarrative through diverse children’s literature. Theory & Research in Social Education, 1-33.
2. Williams, M. R. (2025). “I didn’t even know we had enough history to make a class about us!”: learning from elementary bilingual Latina preservice teachers’ reconceptualization of cultural citizenship in the social studies. Social Studies Research and Practice.
3. Diversity in Children’s Books Graphic by Dr. Sarah Park Dahlen
4. Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools by Luis Urrieta Jr.
5. ¿De dónde eres? by Yamile Saied Méndez
6. Where are you from – poem (or Where I’m from?)
7. Areli Is a Dreamer: A True Story by Areli Morales, a DACA Recipient by Areli Morales
8. Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation by Duncan Tonatiuh

Biography

Dr. Melissa Rojas Williams’ research interest focuses on centering and amplifying the knowledge production and experiences of Latina bilingual teachers in bilingual classrooms. Melissa’s research draws from intersectionality research methods. Her most recent research project explores how pre-service bilingual teachers utilize children’s literature and critical historical inquiry to help build children’s civic identities as they also reflect on their own civic identity, membership, and agency.

Having had 10 years of teaching experience in a bilingual classroom in a public urban school district, Melissa is personally invested in the long-term mentoring of pre-service teachers on their journey toward mental health and sustainability in the teaching profession. She is also committed to providing space for teacher education candidates and teachers to become more reflective and critical in their practice and creating classrooms that ensure safe spaces for all students.