Arturo Cortez
Assistant Professor
Teacher Learning, Research & Practice

School of Education, Room 314
University of Colorado Boulder
249 UCB
Boulder, CO 80309

Arturo Cortez is an Assistant Professor of Teacher Learning, Research and Practice at the University of Colorado, Boulder. Broadly, his work is animated by cultural historical activity to explore how teachers collectively design for transformative and humanizing learning environments that leverage the everyday cultural practices of nondominant youth in urban settings. In his work with novice teachers, he intentionally designs for equity to understand the learning processes that emerge as teachers learn how to break away from dominant forms of schooling, opening up opportunities for new relationships between teachers, students, school administration, and community members.

There are three main queries that Professor Cortez takes up: (1) How might teacher learning environments be organized to support, develop, and expand how novice teachers see and design for robust and consequential forms of learning? (2) What types of collective reflective practices might afford teachers to engage in transformative practices, as they become designers of their own professional vision? (3) How might teacher learning be conceptualized as both a product and process, as well as an ecological phenomenon? His most recent work has been published in the Review of Research in Education and Mind, Culture, and Activity. Professor Cortez’s early commitments to amplifying the everyday practices of youth were jointly-honed and developed while he was a middle school teacher in East Palo Alto and a high school teacher in San Francisco. He holds a Ph.D. from UC, Berkeley.

EDUC 2050: Step up to Social Justice

EDUC 4435: Culturally Sustaining Pedagogies

EDUC 8135: Theories of Teacher Learning and Teacher Education

Cortez, A. , & Gutiérrez, K. D. (accepted). Challenging the Monologic and Monolingual Roots of Dialogic Approaches: Leveraging Translingual Repertoires and Sociocritical Literacies. In A. Kibler, G. Valdés, & A. Walqui (Eds.), Reconceptualizing the role of critical dialogue in American classrooms. New York, NY: Routledge.

Gutiérrez, K. D., Espinoza, M., Becker, B., Cortes, K., Cortez, A. , Lizárraga, J. R., Rivero, E., Villegas, K., & Yin, P. (co-equal authors).  (2019). Youth as Historical Actors in the Production of Possible Futures.  Mind, Culture, and Activity.

Cortez, A. , & Gutiérrez, K. D. (2019). Socio-spatial repertoires as tools for resistance and expansive literacies. In M. P. Pacheco & P. Z. Morales (Eds.), Transforming schooling for second language learners: Policies, pedagogies, and practices. Charlotte, NC: Information Age Publishing, Inc.

Lizárraga, J. R., & Cortez, A. (2019). #gentrification, cultural erasure, and the (im)possibilities of digital queer gestures. In A. DeKosnik, K. Feldman (Eds.), #identity: Hashtagging race, gender, sex, and nation . Ann Arbor, MI: University of Michigan Press.

Gutierrez, K. D., Cortes, K., Cortez, A. , DiGiacomo, D., Higgs, J., Johnson, P., Lizarraga, J. R., Mendoza, E., Tien, J., & Vakil, S. (co-equal authors).  (2017). Replacing representation with imagination: Finding ingenuity in everyday practices. Review of Research in Education, 41 (1), 30-60.