Fleming Building, Room 400E
University of Colorado Boulder
Boulder, CO 80309
José Ramón Lizárraga is Assistant Professor of Learning Sciences and Human Development at the University of Colorado, Boulder. As a learning scientist, José uses data analytics, ethnographic, video, and multimodal research methods to investigate the role of emergent technologies, social networks, television, and other digital new media in the learning of teachers and youth. Currently, their work examines the cyborg collaborative practices of teachers and adolescents at the intersection of virtual and in-person terrains of practice. They are faculty director of the EPIC Futures after school program and research project, co-founder of Critical Digital Pedagogies.
Lizárraga is an experienced award-winning designer and instructor of hybrid/blended (online/in-person) and online undergraduate and graduate teacher education courses. José is also a practicing visual artist and musician. They hold a Bachelor of Fine Arts with Distinction from the California College of the Arts, a Master of Arts in Education from Stanford University, and a PhD from the University of California, Berkeley.
José is also parent of celebrity Webby Award-winning chihuahua RuPawl, the world’s first Doggie Drag Queen.
Lizárraga, J.R., & Cortez, A. (2020). Cyborg Joteria Pedagogies: Latinx drag queens leveraging communication ecologies in the age of the digital and social displacement. Association of Mexican American Educators Journal.
Gutiérrez, K. D., Becker, B. L., Espinoza, M. L., Cortes, K. L., Cortez, A., Lizárraga, J. R., Rivero, E., Villegas, K., & Yin, P. (2019). Youth as historical actors in the production of possible futures. Mind, Culture, and Activity, 1-18.
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.
Gutiérrez, K. D., Higgs, J., Lizárraga, J. R., & Rivero, E. (2019). Learning as Movement in Social Design-Based Experiments: Play as a Leading Activity. Human Development, 62(1-2), 66-82.
Lizárraga, J. R., & Gutiérrez, K. D. (2018). Centering Nepantla Literacies from the Borderlands: Leveraging “In-Betweenness” toward Learning in the Everyday. Theory Into Practice, 57 (1), 38-47.
Gutiérrez, K. D., Cortes, K., Cortez, A., DiGiacomo, D., Higgs, J., Johnson, P., Lizárraga, J.R., & Vakil, S. (2017). Replacing representation with imagination: finding ingenuity in everyday practices. Review of Research in Education, 41(1), 30-60.
Lizárraga, J.R., Hull, G.A., & Scott, J.M (2015). Translingual practices in a social media age: Lessons learned from youth’s transnational communication online. In D. Mole, E. Sato, T. Boals, C. Hedgspeth (Eds.), Multilingual learners and academic literacies: Sociocultural contexts of literacy development in adolescents. New York: Routledge.
Fuller, B., Lizárraga, J.R., & Grey, J. (2015). Digital media and Latino families–New channels for learning, parenting, and local organizing. New York: The Joan Ganz Cooney Center at Sesame Workshop.