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The University of Connecticut
Gentry Building Unit 2064, Room 240A
Storrs, CT 06269
Tel : 860-486-9523
E-mail: jason.irizarry@uconn.edu
Area of Speciality:
Culturally responsive pedagogy, urban youth culture, Latino students in U.S. schools
Biographical Note:
Dr. Jason G. Irizarry is an Assistant Professor in Residence in the Neag School of Education of Education at the University of Connecticut. A former middle school teacher in New York City , he has most recently worked as a Postdoctoral fellow with the Teachers for a New Era (TNE) Project- a grant funded program designed to enhance teacher preparation, particularly as a means to improving pupil achievement in K-12 settings . Prior to his arrival at the University of Connecticut, he was the Director of Project SPIRIT (Springfield Partnership to Improve the Recruitment of Inspiring Minority Teachers), a college-community collaboration aimed at increasing the number of teachers of color in urban schools. He received his doctorate from the University of Massachusetts Amherst in 2005 and has taught undergraduate and graduate courses in multicultural education, philosophy of education, culturally responsive curriculum development, and urban education. His research focuses on urban teacher recruitment, preparation, and retention with an emphasis on increasing the number of teachers of color.
Selected Publications:
Irizarry, J.G. (Forthcoming). “Ethnic and Urban Intersections in the Classroom: Latino
Students, Hybrid Identities, and Culturally Responsive Pedagogy.” Multicultural Perspectives.
Irizarry, J.G. (Forthcoming). Home-growing Teachers of Color for Urban
Schools: Lessons Learned from a Town-Gown Partnership. Teacher Education
Quarterly.
Raible, J., Irizarry, J.G., (Forthcoming). Transracialized Selves and the
Emergence of Post-White Teacher Identities. Race, Ethnicity and Education.
Irizarry, J.G. (Forthcoming). Puerto Rican Youth. In Clauss-Ehlers, C. (Ed.). The
Encyclopedia of Cross-Cultural School Psychology.
Irizarry, J.G. (2006). Latinos and Racial Identity: Blurring the Color Line and
Creating Fluid Understandings of Identity. In Milner, R. & Ross, W. (Eds.).
Race, Ethnicity, and Education: The Influences of Racial and Ethnic Identity in Education. Westport, CT: Greenwood/Praeger Publishing.
Irizarry, J.G. (2006). Stances on Multilingual and Multicultural Education: The
Importance of Historical and Sociopolitical Context. Language Arts, 84(2), 172.
Nieto, S., Irizarry, J.G., Luna, C. (2002). Reading Corner for Educators: High Stakes
Testing. Language Arts, 79(3), 264-65.
Irizarry, J.G, Antrop-González, R. (In Review). RicanStructing the Discourse and
Promoting School Success: Extending a Theory of CRP to DiaspoRicans.
Irizarry, J.G. (In Review). Representin’: Drawing from Urban Youth Culture to
Inform Teacher Preparation.
Levine, T.H., Irizarry, J.G., Bunch, G. (In Review). Opening Schools, Homes, and
Hearts: Promoting Cross-cultural Understanding Among Teachers and Language
Minority Families.
Irizarry, J.G., Brown, T, McBride, C. (In Preparation). Shades of Ebony in the
Ivory Tower: Supporting the Work of Doctoral Students of Color.
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