Jason G Irizarry
Biographic Data
| ID | 5740926 |
|---|---|
| NAME | Jason G Irizarry |
| GIVEN NAMES | Jason G |
| FAMILY NAME | Irizarry |
| SIGNATURE | IRIZARRY J G |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0003-2062-7372 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 102 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 7 |
Somos pero no somos iguales /We Are But We Are Not the Same
Applying several critical race theories as analytical frameworks, the authors present and analyze counterstories of Indigenous Latinx students attending an urban high school in a “new Latinx diaspora” community, underscoring points of convergence as well as the ways their experiences were distinct from those of their Latinx peers. The findings suggest that urban school improvement efforts often ignore Latinx Indigeneity and further alienate stude…
Al esconder , hide and seek
Drawing from two data sets – one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process – this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice. The authors focus on three ‘sites’ where students reported seeking and re…
Diaspora Studies in Education
Los Caminos
This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this article provides insights into the distinct pathways—or caminos—taken by students in their pursuit of college, highlighting the…
Teach for América
Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the aut…
Immigration and Education in the “Supposed Land of Opportunity”
Centering the voices of immigrant youth, this qualitative study seeks to understand how students navigate living and learning in a new country, as well as the meaning they assign to their experiences. Areas of importance to immigrant youth, including the disruption of family and the sociopolitical context of education, are explored. While the realities immigrant students confront in schools are often problematic, they also exert agency, and examp…
Beginning With El Barrio
This study draws from data collected through phenomenological interviews with a group of urban teachers identified as “exemplary” by Latino students, parents, and community members. The authors critically examine the participants' biographies and document factors they cited as most germane and influential to informing their practice with Latino students. The article concludes with a discussion of barrio-based epistemologies and ontologies, or way…
Redirecting the teacher's gaze
Reinvigorating Multicultural Education Through Youth Participatory Action Research
This article explores youth participatory action research as a promising instructional practice with the potential to reverse the depoliticizing and “softening” of multicultural education. It demonstrates how, with its explicit commitment to action, youth participatory action research can help to improve the educational experiences and outcomes for youth traditionally underserved by schools
Representin
The potential of drawing from urban youth culture, and hip-hop more specifically, to serve as a bridge to the standard curriculum has been well documented. However, the richness and potential benefits of hip-hop are more far-reaching and present significant implications for teacher education and professional development efforts as well. This article draws from several sites including research conducted with a group of urban teachers, urban youth …
Ethnic and Urban Intersections in the Classroom
Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied …
Transracialized selves and the emergence of post‐white teacher identities
This article draws on two previous studies by the authors, both based on interviews with European‐American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who…
Teach for América
Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the aut…
Ethnic and Urban Intersections in the Classroom
Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied …
Redirecting the teacher's gaze
Transracialized selves and the emergence of post‐white teacher identities
This article draws on two previous studies by the authors, both based on interviews with European‐American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who…
Representin
The potential of drawing from urban youth culture, and hip-hop more specifically, to serve as a bridge to the standard curriculum has been well documented. However, the richness and potential benefits of hip-hop are more far-reaching and present significant implications for teacher education and professional development efforts as well. This article draws from several sites including research conducted with a group of urban teachers, urban youth …
Reinvigorating Multicultural Education Through Youth Participatory Action Research
This article explores youth participatory action research as a promising instructional practice with the potential to reverse the depoliticizing and “softening” of multicultural education. It demonstrates how, with its explicit commitment to action, youth participatory action research can help to improve the educational experiences and outcomes for youth traditionally underserved by schools
Los Caminos
This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this article provides insights into the distinct pathways—or caminos—taken by students in their pursuit of college, highlighting the…
Beginning With El Barrio
This study draws from data collected through phenomenological interviews with a group of urban teachers identified as “exemplary” by Latino students, parents, and community members. The authors critically examine the participants' biographies and document factors they cited as most germane and influential to informing their practice with Latino students. The article concludes with a discussion of barrio-based epistemologies and ontologies, or way…
Somos pero no somos iguales /We Are But We Are Not the Same
Applying several critical race theories as analytical frameworks, the authors present and analyze counterstories of Indigenous Latinx students attending an urban high school in a “new Latinx diaspora” community, underscoring points of convergence as well as the ways their experiences were distinct from those of their Latinx peers. The findings suggest that urban school improvement efforts often ignore Latinx Indigeneity and further alienate stude…
Immigration and Education in the “Supposed Land of Opportunity”
Centering the voices of immigrant youth, this qualitative study seeks to understand how students navigate living and learning in a new country, as well as the meaning they assign to their experiences. Areas of importance to immigrant youth, including the disruption of family and the sociopolitical context of education, are explored. While the realities immigrant students confront in schools are often problematic, they also exert agency, and examp…
Ethnic and Urban Intersections in the Classroom
Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied …
Transracialized selves and the emergence of post‐white teacher identities
This article draws on two previous studies by the authors, both based on interviews with European‐American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who…
Reinvigorating Multicultural Education Through Youth Participatory Action Research
This article explores youth participatory action research as a promising instructional practice with the potential to reverse the depoliticizing and “softening” of multicultural education. It demonstrates how, with its explicit commitment to action, youth participatory action research can help to improve the educational experiences and outcomes for youth traditionally underserved by schools
Representin
The potential of drawing from urban youth culture, and hip-hop more specifically, to serve as a bridge to the standard curriculum has been well documented. However, the richness and potential benefits of hip-hop are more far-reaching and present significant implications for teacher education and professional development efforts as well. This article draws from several sites including research conducted with a group of urban teachers, urban youth …
Redirecting the teacher's gaze
Immigration and Education in the “Supposed Land of Opportunity”
Centering the voices of immigrant youth, this qualitative study seeks to understand how students navigate living and learning in a new country, as well as the meaning they assign to their experiences. Areas of importance to immigrant youth, including the disruption of family and the sociopolitical context of education, are explored. While the realities immigrant students confront in schools are often problematic, they also exert agency, and examp…
Beginning With El Barrio
This study draws from data collected through phenomenological interviews with a group of urban teachers identified as “exemplary” by Latino students, parents, and community members. The authors critically examine the participants' biographies and document factors they cited as most germane and influential to informing their practice with Latino students. The article concludes with a discussion of barrio-based epistemologies and ontologies, or way…
Los Caminos
This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this article provides insights into the distinct pathways—or caminos—taken by students in their pursuit of college, highlighting the…
Teach for América
Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the aut…
Diaspora Studies in Education
Al esconder , hide and seek
Drawing from two data sets – one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process – this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice. The authors focus on three ‘sites’ where students reported seeking and re…
Somos pero no somos iguales /We Are But We Are Not the Same
Applying several critical race theories as analytical frameworks, the authors present and analyze counterstories of Indigenous Latinx students attending an urban high school in a “new Latinx diaspora” community, underscoring points of convergence as well as the ways their experiences were distinct from those of their Latinx peers. The findings suggest that urban school improvement efforts often ignore Latinx Indigeneity and further alienate stude…
Sociology (12 works) · Pedagogy (11 works) · Critical Race Theory in Education (8 works) · Psychology (8 works) · Gender Studies (7 works) · Ethnic group (5 works) · Gender Studies (5 works) · Political science (5 works) · Anthropology (4 works) · Mathematics education (3 works)