Published October 28, 2025
BY DANIELLE LEGARE
GSE researcher publishes book to help teachers bring Latinx histories to the forefront
For many educators, Latinx stories remain difficult to access in standard social studies curricula. A new book coedited by University at Buffalo Graduate School of Education researcher Tim Monreal aims to change that.
“Hollywood or History?! An Inquiry-Based Strategy for Teaching Latinx History,” published this spring by Emerald, offers educators a collection of inquiry-based lessons that use film and television to explore Latinx histories, communities and representation.
“We really wanted to make sure teachers and practitioners could contribute to the book. That takes time, especially since teachers have a million things going on. But what really led us to do this is that, in social studies and history education, there’s very sparse curriculum centered on Latina, Latinx or Hispanic communities and histories. And a lot of what’s out there doesn’t go deep into the complexity of those histories and issues,” said Monreal, an assistant professor in GSE’s Department of Learning and Instruction.
“Our goal was to create something that’s not just usable in the classroom, but that tells a different story than just representation,” he continued. “It’s not only about adding Latinx history. It’s about using film and media to engage in deep, critical conversations about both past and present issues. That was the guiding star for the project.”
The book includes chapters on more than 20 films and shows, ranging from “Salt of the Earth” to “Encanto.” A free companion website provides teachers with downloadable resources, graphic organizers and sample lesson plans.
While Monreal coedited the volume with Jesús A. Tirado of Auburn University, many of the lesson contributors are current classroom teachers. One chapter was coauthored with GSE PhD student Dawnavyn James.
“We really wanted folks to understand these are teachers who believe different ways of doing things are possible,” said Monreal. “Hopefully this gives others something they can use, even just a little, in schools.”
In addition to publishing the book, Monreal recently began work on a major research project as part of the Spencer/National Academy of Education Postdoctoral Fellowship. Titled “Somos El Sur,” the project centers the experiences and aspirations of Latinx public school teachers in six Southern states: South Carolina, North Carolina, Tennessee, Georgia, Mississippi and Alabama.
Building on his earlier research and classroom experience in South Carolina, Monreal is using interviews, mapping tools and group conversations—or pláticas—to explore the hopes these teachers have for their schools and communities.
“We know quite a bit about the barriers, the obstacles, the difficulties of being a teacher in general—and being a Latinx teacher in these areas specifically. What we know a lot less about, and what I think is becoming increasingly important, is: what are the dreams of these folks? How can we think about the schools and spaces they are working to build, or that they want to build? Hopefully, we can think more collaboratively—not just about how tough things are, which we hear all the time—but about what’s really working,” Monreal said. “What’s going well? And how can we build more spaces like that? It’s a little more future-oriented, in the sense of thinking about the futures and educations these teachers want to create, while still recognizing it’s a very difficult context and time for them.”
He also remains deeply connected to local education initiatives. In June, he was named Parent Advocate of the Year by Buffalo Public Schools’ Office of Parent and Family Engagement. The award recognizes individuals who have made a significant impact on family engagement in the district.
“For me, it’s about being able to do national and international research while still staying grounded in the day-to-day concerns and needs of Buffalo and Western New York schools. That’s something I plan to continue and really work hard on,” Monreal said.
“I hope that no matter where my work is located across geographies, it can still be appreciated and, hopefully, that UB is seen as a place where that work can really benefit our local schools. That’s super important to me, and I’m humbled to be able to do it.”
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