Jose photo 2
Assistant Professor
Learning Sciences & Human Development

Fleming Building, Room 400E
University of Colorado Boulder
249 UCB
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 ethnographic, video, and multimodal research methods to investigate the role of social networks, television, and other digital new media in the learning of teachers and youth. Currently, his work examines the cyborg collaborative practices of teachers and adolescents at the intersection of virtual and in-person terrains of practice.

Lizárraga is an experienced designer and instructor of hybrid/blended (online/in-person) and online undergraduate and graduate teacher education courses. He has taught these courses at UC Berkeley's Graduate School of Education, San Francisco State University's Department of Secondary Education and Graduate College of Education, and currently at CU Boulder's School of Education. José is also a practicing visual artist and musician. He holds 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, along with his partner Arturo Cortez, are collectors of Latinx and Chicanx art and their collection includes work by Judy Baca, Jesus Barraza, Enrique Chagoya, Melanie Cervantes, Gronk, Patsy Valdez, and John Valadez, to name a few. They are also parents of celebrity chihuahua RuPawl, the world’s first Doggie Drag Queen.

Lizárraga, J.R., & Cortez, A. (in Press, 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.