Ethnic and Third World Literature
Ethnic and Third World Literature


M.A., English Literature, University of Texas at Austin; M.Ed., Secondary Education (English), Arizona State University,

Assistant Instructor, Department of English



Latin@ and Chican@ Literature, US Immigrant Literature (particularly of the Central American diasporas), African American Literature, Rhetoric of Revolution, Human Rights, Archival Studies, Postcolonial Trauma Studies


Regina Marie Mills is a PhD student in the English Department at the University of Texas at Austin (UT). She has her Master's degree in English from UT and a Master's degree in Education from Arizona State University. Regina's interests in Ethnic and Third World Literature revolve around Latin@ and Central American-American writers and memoirists, US immigrant literature, African American literature, the intersections of latinidad, indigeneity, and Africanity in Latina/o literature, human rights and refugee literature, and revolutionary rhetoric.



Review of Accessible Citizenships: Disability, Nation, and the Cultural Politics of Greater Mexico by Julie Avril Minich. E3W Review of Books 15. (Spring 2015). Forthcoming.

Review of Latining America: Black-Brown Passages and the Coloring of the Latin/a Studies by Claudia Milian. E3W Review of Books 14. (Spring 2014).

Review of Digital Archive of Guatemala’s National Police Archive (AHPN). E3W Review of Books 13. (Spring 2013).



“Gendering the Revolution in Francisco Goldman’s The Long Night of White Chickens and Héctor Tobar’s The Tattooed Soldier.” 2014 Graduate Student Conference in Comparative Literature, “Rethinking Comparison: Relationality, Intertextuality, Materiality.” UT, 26 Sep 2014.

Moderator. “History, Family, Failure.” E3W Sequels Symposium, “Coloring Outside the Lines: Development, Deviance, and the Domestic.” UT, 11 Apr 2014.

"Central American Diasporic Fiction and the Recuperation of the Revolutionary Imaginary." Roundtable: UT-Austin Graduate Students. Lozano Long Conference 2014, “Archiving the Central American Revolutions.” UT, 19-21 Feb 2014.

“Américo Paredes' George Washington Gómez and the Trauma of the American Dream.” UT American Studies Graduate Conference, “Re-imagining the American Dream.” UT, 4-5 Apr 2013.

“Latin@, Immigrant, or Guatemalan-American?: The Issue of Identity in Tobar's The Tattooed Soldier and Barrientos' Family Resemblance.E3W 12th Sequels Symposium, “Literary Indictments: Bodies on Trial, in Prison, and Out of Bounds.” UT, 5 Apr 2013.

“Using Feminist and Critical Pedagogies in a Title I Classroom.” Washington and Lee’s Women and Gender Studies Alumna Panel and Luncheon. Apr 2011.

“‘We have to invent ourselves’: The Feminist Consciousness of Gioconda Belli and Rosario Castellanos and the State of Latin American Feminism.” Arizona State University Graduate Conference “(En)gendering Social Inquiry: Critical Feminist Concerns.” Feb 2010. (could not attend)



English 314V: African American Literature and Culture - Fall 2014

Theme of the course: Black Public Intellectuals

Who are the public intellectuals of our time? Is Melissa Harris-Perry America’s foremost public intellectual?  When Ta-Nehisi Coates answered yes, he created a firestorm in traditional and social media. Indeed, the fact that it was so controversial to claim that Harris-Perry, a black woman, was even a public intellectual at all gives rise to a more important consideration: How do institutional mechanisms, such as racism, sexism, and privilege, determine who is and is not a public intellectual? Together, these questions inspire the theme of this course: “Black Public Intellectuals.” We will thus examine the literary and cultural texts of varied Black intellectual voices across genres and from different periods of US history, such as post-Reconstruction and the Harlem Renaissance. Our focus will be to see how Black public intellectuals have been and continue to be in conversation over key topics in the Black American community in the past century and a half. These topics will range from education to intersectionality, the abolition of slavery to the abolition of the prison system.    

The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines. They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities. Students will learn basic information literacy skills and models for approaching literature with various historical, generic, and cultural contexts in mind.

This course contains a writing flag. The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade. 

Rhetoric 309K: Rhetoric of Revolution - Summer 2013 (Session II), Fall 2013 and Spring 2014

self-designed course proposed to Rhetoric 309K committee and selected for 2013-14 year.

Is it revolutionary to wear a Che Guevara t-shirt or sign a petition suggesting peaceful secession from the United States of America? The word “revolution” is one with which human beings have a complex history. Whether it is the technological “revolution” of Twitter and Facebook that has changed the world profoundly or the Arab Spring which overthrew dictators and installed new governments, we live in a world that seems unsure about how and when to call something “revolutionary.” The connotations of revolution have also led to a variety of words as replacements, such as activism, protest, uprising, civil disobedience, or social movement. Our attitudes towards revolutionaries also vary widely. One might think of the Vietnam War protestors, or Occupy Wall Street, who have been portrayed both as lazy, entitled rich kids and as young citizens concerned with social justice. So, what is a revolution, how do you start one, and what is worth revolting against?  In this course, students will define the term “revolution” and examine the rhetorical devices used to provoke and halt revolutions. The culminating project will be a manifesto which advocates revolution in an area the student cares about. Readings will take both an American and global perspective, ranging from the U.S. Declaration of Independence to revolutionary memoirs such as I, Rigoberta Menchú; from Elizabeth Cady Stanton to the Beatles’ “Revolution” songs.

Rhetoric 306 - Fall 2012 and Spring 2013

Course centered around the First-Year Forum (FYF) book, The Filter Bubble by Eli Pariser. Students focus on the foundational knowledge and skills needed for college writing. In addition, they are introduced to basic rhetoric terms and learn to rhetorically analyze positions within controversies surrounding the FYF book. Their final writing assigment requires them to create rhetorical appeals to persaude their audience of a specifc position in their controversy.

Curriculum Vitae

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