Jason Irizarry

Associate Professor

Department of Curriculum and Instruction

Areas of Expertise:

Irizarry’s research interests include urban teacher recruitment, preparation, and retention with an emphasis on increasing the number of teachers of color, culturally responsive pedagogy, youth participatory action research, and Latino/a students in U.S. schools.

Biography:

Authored Books:

Irizarry, J.G. (2011). The Latinization of U.S. Schools: Successful Teaching and Learning in Shifting Cultural Contexts. Boulder, CO: Paradigm Publishing.

Edited Books:

Rolón-Dow, R. & Irizarry, J.G.  (Eds.). (2014). Diaspora Studies in Education: Toward a Framework for Understanding the Experiences of Transnational  Communities. New York: Peter Lang.

Guest Editorships:

Nieto, S., Rivera, M. Quinones, S. & Irizarry, J.G. (2012). Association of Mexican American Educators (AMAE) Journal, 6(3).

Kleyn, T. & Irizarry, J.G. (2011). Special Issue on Immigration and Education. The New Educator, 7(1).

Academic Journal Articles (Peer-reviewed):

Irizarry, J.G. & Raible, J. (2014). “A hidden part of me:” Latino/a students, silencing, and the epidermalization of inferiority. Equity & Excellence in Education 47(4), 430-444.

Irizarry, J.G. & Antrop-González, R. (2014). RicanStructing the discourse and promoting school success: Extending a theory of CRP to DiaspoRicans. In Darder, A. & Torres, R.D. (Eds.) Latinos and Education: A Critical Reader. New York: Routledge, 243-260.

Irizarry, J.G. & Welton, A. J. (2014). Latino/a youth researchers as teacher educators: Implications for teaching and learning in urban schools. In Milner, H.& Lomotey, K. (Eds). Handbook of Urban Education. Urban Education. New York: Routledge, 239-255.