RESEARCH

PEER REVIEWED JOURNAL ARTICLES 

Muñiz, J.O., Hill, A., & Meiners, E. (Accepted). More Just Worlds: The Possibilities and Challenges of Abolition and Educational Research. Review of Research in Education.

Wong, C.P.* & Muñiz, J.O.* (2026). (In Press). Upholding the Thawabet: Staying Principled in Education, Solidarity, and Resistance. Theory, Research, and Action in Urban Education.

Salinas, M. D., Muñiz, J. O., Juarez-Mendoza, A.N., & Mercado, M. (2025). Deep Roots, Open Skies: The Quotidian Life of Ethnic Studies Outside of Academia. Ethnic Studies Pedagogies. 3(2), 17-29. https://doi.org/10.2307/jj.5425951.18 

Muñiz, J.O.* & Wong, C.P.* (2025). Refusing to run away from the hard part: Notes on reflexivity towards abolitionist pedagogy and teaching. Feminist Pedagogy.

Jones, K.V., Satchell, K., Mitchell Dove., L., Muñiz, J.O., Hulman*, E., Eddy, J.M., Haggerty, K., Cohen, D., Skinner, M., & Hanson, K. (2025). Friends in our lives: Perspectives of young people who participated in a professional mentoring program. Journal of Applied Youth Studies. 1-19. https://doi.org/10.1007/s43151-025-00189-8

Salinas Thomas, E., & Muñiz, J.O. (2025). “Doing the real work:” Latina women, resistance, and state surveillance in a border county. Journal of Race, Ethnicity, and Politics. 1-23. https://doi.org/10.1017/rep.2025.10029

Muñiz, J. O., & Lizarraga, A. (2025). “I Fell Right into the Stereotype:” Carceral Figured Worlds and Latina Girls’ Identity Development. The Educational Forum, 89(4), 459–477. https://doi.org/10.1080/00131725.2025.2538418

Muñiz, J.O. (2025). Raising the bar: Dignity-affirming approaches to teaching and learning in juvenile court schools. Theory into Practice, 1-14. https://doi.org/10.1080/00405841.2025.2503302

Muñiz, J.O. & Huerta, A.H. (2025). Fostering accountability, practices, and policies to serve system-impacted young people across the carceral continuum: Translating research to action. Theory Into Practice. https://doi.org/10.1080/00405841.2025.2503278

Muñiz, J. O. (2024). Learning from Within: Life-Affirming Practices and Third Spaces Created by and for Incarcerated Youth. Educational Studies, 1–16. DOI: https://doi.org/10.1080/00131946.2024.2390912 

Muñiz, J.O., Camper, M., Corcoran, F., Gruber, S., Eddy, J. M., & Dallaire, D. (2024). A Systematic State Analysis of Family Visitation Policies for Youth Detained in the Juvenile Legal System During the COVID-19 Pandemic. Youth Justice, 1-26. DOI: https://doi.org/10.1177/14732254241248619 

Muñiz, J.O., Corcoran, F., Marzougui, J., Schlafer, R., Eddy, J.M., & Dallaire, D. (2023). Towards Family Preservation: A Systematic Jurisdiction Analysis of Prison Visitation Policies During the COVID-19 Pandemic. Psychology, Public Policy, and Law, 1-13. DOI: https://doi.org/10.1037/law0000379

Muñiz, J.O, & Marshall, J. (2022). White Kids on the Block: On Race, Identity, and Criminality Among Incarcerated White Youth. Journal of Research on Adolescence, 1-18. DOI: https://doi.org/10.1111/jora.12793

Muñiz, J.O. (2021). Exclusionary Discipline Policies, School Police Partnership, Surveillance Technologies and Disproportionality: A Review of the School to Prison Pipeline Literature. The Urban Review, 1-26. DOI: https://link.springer.com/article/10.1007/s11256-021-00595-1

WORKS IN PROGRESS

Muñiz, J.O. & Lizarraga, A. From the Classroom to Confinement: The Criminalization and Schooling of Mexican Heritage Students. 

Muñiz, J.O. “Safety and Security First:” The Interplay of Organizational Logics and Juvenile Practitioners in a Youth Correctional Facility. 

Muñiz, J.O. Centering Dignity Affirming Teaching and Learning in Prison Education.