Zavala, M., & Henning, N. (2017). The role of political education in the formation of teachers as community organizers: Lessons from a grassroots activist organization. Urban Education.
Philip, T. M., Jurow, A. S., Vossoughi, S., Bang, M., & Zavala, M. (2017). The learning sciences in a new era of US nationalism. Cognition & Instruction, 35(2), 91-102.
Zavala, M., & Golden, A. N. (2016). Prefiguring alternative worlds: Organic critical literacies and socio-cultural revolutions. Knowledge Cultures 4(6), 205 – 225.
Zavala, M. (2016). Design, participation, and social change: What design in grassroots spaces can teach learning scientists. Cognition & Instruction 34(3), 236 - 249.
Fuentes, R., Villon, A., & Zavala, M. (2016). Community leadership together with teacher-led efforts: Making ethnic studies possible at El Rancho Unified School District. UCLA XChange, Series Number: IP-WP-X052.
Zavala, M., Peréz, P., González, A., & Diaz-Villela, A. (2015). Con respeto: a conceptual model for building healthy community-university partnerships alongside Mexicana/o migrant families. Journal of Critical Thought and Praxis.
Philip, T. M. & Zavala, M. (2015). The possibilities of being “critical”: Discourses that limit options for educators of color. Urban Education 51(6), 659 – 682.
Zavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, indigenous research projects in New Zealand and Latin America. Decolonization: Indigeneity, Education & Society 2(1), 55 – 71.
Zavala, M. (2013). Organizing against the neo-liberal privatization of education in South Los Angeles: Reflections on the transformative potential of grassroots research. Journal of Curriculum Theorizing 29(2), 57 – 71.
Sleeter, C. & Zavala, M. (in press). Transforming Teaching and Research for Ethnic Studies. Multicultural Education Series. New York: Teachers College Press.
Zavala, M. (2019). Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies. New York: Peter Lang.
Cuahtin, T., Zavala, M., Sleeter, C & Au, W. (Eds.) (2019). Rethinking Ethnic Studies. Seattle, WA: Rethinking Schools.
Vossoughi, S., & Zavala, M. (in press). The “interview” as pedagogical encounter: Nurturing knowledge and relationships with youth. In Arshad Ali & Terri McCartey (Eds.), Research Methods in Critical Youth Studies: A Practical Guide.
Riechel, A. & Zavala, M. (2019). Genocide of Native Californians role-play: an interview with Aimee Reichel. In Rethinking Ethnic Studies. Seattle, WA: Rethinking Schools.
Zavala, M., Henning, N. & Gallagher-Geurtsen (2019). Ethnic Studies: 10 Common Misconceptions. In Rethinking Ethnic Studies. Seattle, WA: Rethinking Schools.
Zavala, M. (2018). Raza communities organizing against a culture of war: Lessons from the Education Not Arms Coalition (ENAC) campaign. In Arshad Ali & Traci Buenavista (Eds.). At War! Challenging Racism, Materialism, and Militarism in Education. New York: Fordham University Press.
Zavala, M. (2018). Toward a Raza research methodology: Social science in the service of Raza communities. In Peter McLaren & Suzanne SooHoo (Eds.), The Radical Imagine-Nation. New York: Peter Lang.
Zavala, M. & Tran, N.A. (2016). Negotiating identities, locations, and creating spaces of hope for advancing students of color in university settings. In Santamaría, L. & Santamaría, A. (Eds.), Culturally Responsive Leadership in Higher Education: Promoting Equity, Access, and Improvement. New York: Routledge.
Zavala, M. (2015). From voicing to naming to re-humanization. In Samuel Totten (Ed.), The Importance of Teaching Social Issues: Our Pedagogic Creed. New York: Routledge.
Zavala, M. (2015). Michael Apple: Neo-Marxist analyst of schooling, the curriculum, and education policy. In Samuel Totten & Jon Pederson (Eds.), Educating About Social Issues in the 20th and 21st Centuries: Critical Pedagogues and their Pedagogical Theories, Volume 4. Charlotte, NC: Information Age Publishing.
Tran, N. A. & Zavala, M. (2012). Counterpoint. Is full-service community school useful in furthering equitable educational opportunity among majority-minority school populations? In C. J. Russo and A. G. Osborne (Eds.), Debating Issues in American Education. Thousand Oaks: SAGE.
Zavala, M. (2011). The Association of Raza Educators: community-based teacher organizing and the development of alternative forms of teacher collaboration. In A. Cohan and A. Honigsfeld (Eds.), Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (pp. 199 – 208). Lanham, Maryland: Rowman & Littlefield.
Kumashiro, K., Sleeter, C., Zavala, M. (2018). Ethnic Studies and critical multicultural education: Educating for democracy in California and beyond. California Alliance of Researchers for Equity in Education. Retrieved from http://www.careed.org
Zavala, M., Colon-Muñiz, & Herzog, A. (2017). Centro Comunitario de Educación: Research brief. Attallah College of Educational Studies.
Zavala, M. (2017). Decolonial methodologies in education. In Michael A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Singapore: Springer.
Zavala, M. & Hipolito, E. (Eds.) (2016). Ethnic Studies K-12, UCLA XChange.
Zavala, M. (2011). Rethinking the role of the state alongside a reassessment of strategies to school reform. Teachers College Record, online repository. August 29, 2011.
Zavala, M. (2011). Grassroots student organizing against colonial education: interview with Ya Basta Youth Coalition. Regeneración, the Association of Raza Educators Journal, 2(1), 22 – 24. Los Angeles, CA: Association of Raza Educators Press.