PhD, University of Maryland, College Park 2022
BA, Universidad Nacional de La Matanza, Buenos Aires, Argentina 2005
González is a historian of modern Latin America with a focus on twentieth century Argentina. Her first book manuscript Schools as Laboratories: Science, Children’s Bodies, and School Reformers in the Making of Modern Argentina (1880-1930) examines the history of nation-making in Argentina from the perspective of women school teachers. Schools as Laboratories studies the theory and practice of modern pedagogy at the intersection of transnational scientific theories and local school experiments with immigrant children. González is particularly interested in how women used education as a tool for children and women’s emancipation that challenged state-sponsored education and built a transnational school reform movement. González’s second book project will explore feminist organizing in South America in the first half of the 20th century.
Beyond historical research, González is passionate about collaborative and interdisciplinary projects that bring scholars and activists from the United States and Latin America together. At University of Maryland, she co-founded multiple spaces for Latinx students including the Latin American and Caribbean Studies Graduate Collective. In 2020 she developed a Global Classroom in collaboration with scholars in Argentina and as part of this collaboration is currently working on a digital humanities project about Latin American feminisms.
Before coming to the United States to pursue her PhD. González worked in the Human Rights organization Asociación Madres de Plaza de Mayo, taught at multiple universities in Buenos Aires, and volunteered in Bachilleratos de Educación Popular (secondary education alternative schools to the state for working class adults).
Research and Teaching Interests
Latin American History, Gender and Feminisms, History of Science, History of Education, Transnational History, Oral History.
“Hacia una pedagogía moderna: Maestras, feministas y las reformas de la escuela en Buenos Aires (1900s-1920s),” Escritos en formación. Investigaciones emergentes en historia de la educación (Buenos Aires: UNIPE, 2023)
“Meeting in a Third Space: Possibilities for Equity and Inclusion in Virtual Classrooms,” Diversity Abroad, Spring 2023 (co-Authored)
“Towards a Pedagogy of Transnational Feminism when Teaching and Activism Go Online,” The Radical Teacher, vol. 121, 2021. (co-Authored)
From Embodied to Spectral: Teaching Transnational Feminisms in Times of Protest and Pandemic in Navigating Precarity in Educational Contexts: Reflection, Pedagogy, and Activism for Change (Abingdon: Routledge, 2022) (co-authored)
“Performance, Protest, and Feminism in Latin America,” in Performance Matters 8, no. 2, 2023 (co-Authored)
Honors and Awards
Society for the History of Children and Youth (SHCY) Dissertation Prize 2022, honorable mention.
Ann G. Wylie Dissertation Fellowship, UMD, August 2021-December 2021.
Dr. Mabel S. Spencer Award for Excellence in Graduate Achievement, UMD, August 2020-May 2021.
Summer School Fellow at the Conference of History of Education, University of Liverpool, June 2019
Outstanding Graduate Assistant Award, Latin American Studies Center & Honors Humanities, UMD, August 2018-May 2019.
International Graduate Research Fellowship, UMD and Instituto de Altos Estudios Sociales – Universidad Nacional de San Martín, July 2017-August 2017.
Orlando Fals Borda Fellow in Research and Extension, Instituto de Altos Estudios Sociales – Universidad Nacional de San Martín, June 2014-June 2015.