Kris D. Gutiérrez is the Carol Liu Professor of Education and brings expertise in the learning sciences, literacy, educational policy, and qualitative and design-based approaches to inquiry. Gutiérrez is an elected member of the National Academy of Education and the American Academy of Arts and Sciences, the Board of Directors of the National Academy of Education and the International Society of the Learning Sciences, and past president of the American Educational Research Association. Gutiérrez held a presidential appointment from President Obama to the National Board for the Institute of Education Sciences, where she served as Vice Chair.
Gutiérrez’s research employs a critical approach to the Learning Sciences and to Cultural Historical Activity Theory, examining the cultural dimensions of learning in designed learning environments, with attention to students and families from non-dominant and translingual communities. For example, her work on Third Spaces examines the affordances of syncretic approaches to literacy and learning, new media literacies, STEM learning, and the re-mediation of functional systems of learning. Her work in social design-based experiments (SDBEs) foregrounds the historical, political, and ethical dimensions of design research and our theories of learning. Gutiérrez developed this new design methodology as a democratizing form of inquiry that seeks to make the design experimentation process a co-construction between different institutional stakeholders and communities.
Key examples of longstanding collaborations with immigrant and migrant communities include Las Redes, a 15-year long after-school afterschool program that privileged translingual language practices as normative for youth, grades K-5, El Pueblo Mágico, a STEM-oriented after-school program, and the UCLA Migrant Student Leadership Program for California youth from migrant farmworker backgrounds. Her empirical studies are funded by the National Science Foundation, the Spencer Foundation, the Sloane Foundation, the MacArthur Foundation as co-pi on the MacArthur Funded Connected Learning Research Network and the UCLA Sloane Center for the Everyday Lives of Middle Class Families.
Gutiérrez’s research has been published widely in premier academic journals and is a co-author of Learning and Expanding With Activity Theory. Gutiérrez has won numerous awards, including the AERA Division C Sylvia Scribner Award for influencing the field of learning and instruction, the 2020 Dr. John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship (LSP, AERA), the 2016 Oscar Causey award for influencing the field of literacy (LRA), the 2016 Medal of Excellence from the Columbia University/Teachers College, the 2014 Distinguished Contributions to Social Contexts in Education Research – LifetimeAchievement Award and the 2014 Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education, (Division G, AERA). She was a Fellow at the Center for Advanced Studies in the Behavioral Sciences, an AERA and NEPC Fellow, and an Osher Fellow at the Exploratorium Museum of Science. Gutiérrez received the AERA Hispanic Research in Elementary, Secondary, or Postsecondary Education Award and the Inaugural Award for Innovations in Research on Diversity in Teacher Education, Division K (AERA). She served on the U.S. Department of Education Reading First Advisory Committee and was a member of President Obama’s Education Policy Transition Team.
Cluster
Publications
Books
Conchas, G., Hinga, B., Abad, M., & Gutiérrez, K. D. (2019). The complex web of inequality in schools: Investigating educational policies for social justice. New York, NY: Routledge.
Mendoza, E., Kirshner, B., Gutiérrez, K.D. (2018). Designing for equity: Bridging learning and critical theories in learning ecologies for youth. Charlotte, NC: Information Age Publishing.
Sannino, A., Daniels, H., & Gutiérrez, K. D. (2009). Learning and expanding with activity theory. Cambridge University Press.
Books Authored in Committee
Member, (2016) Committee on Strengthening Science Education, Science teachers’ learning: Enhancing opportunities, creating supportive context, Wilson, S., Schwingruber, & Nielsen, N. (Eds.). Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies of Sciences.
Peer-reviewed Publications
Becker, B. L.C. & Gutierrez, K.D. (under review).Moving Beyond Linguistic Bordering: Utopian Designs for New Futures. International Studies in the Sociology of Education.
Gutiérrez, K. D., Jurow, S. A., Vakil, S. (2020). Social design-based experiments: A utopian methodology for understanding new possibilities for learning. In N.A. Nasir, C. Lee, R. Pea, M. McKinney de Royston (Eds.), Handbook of the cultural foundations of learning. (pp. 330-347). New York, NY: Routledge. (peer-reviewed)
Gutiérrez, K. D. (2020). When learning as movement meets learning on the move, Cognition and Instruction, 38(3), 427-433, doi:10.1080/07370008.2020.1774770
Rivero, E. & Gutiérrez, K. D. (in press). Children’s learning by observing and pitching in to community endeavors in online gaming communities. Infancia y Apendizaje. **
Gutiérrez, K. D. (2019). Rupturing white innocence in teacher education: Designing teacher education as a proleptic activity through social design experiments. Teachers College Record, 121 (5), 1-7.
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, 66-82. doi:10.1159/000496239 **
Gutiérrez, K. D, Becker, B., Espinoza, M., Cortes, K., Cortez, A., Lizárraga, J. R., Rivero, E., Yin, P. (2019). Youth as historical actors in the production of possible futures. Mind, Culture, and Activity, 26(4), 1-18. doi:10.1080/10749039.2019.1652327 **
Gutiérrez, K. D. (2018). Social design–based experiments: A proleptic approach to literacy. Literacy Research: Theory, Method, and Practice, 66(2), 1-23.
Lizárraga, J. & 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. **
DiGiacomo, D., & Gutiérrez, K. D. (2017). Seven chilis: Making visible the complexities in leveraging cultural repertoires of practice in a designed teaching and learning environment. Pedagogies: An International Journal, 12(1, )1-17. **
Gutiérrez, K. D., Cortes, K., Cortez, A., DiGiacomo, D., Higgs, J., Johnson, P., Lizárraga, J., Mendoza, E., Tien, J., & Vakil, S. (2017). Replacing representation with imagination: Finding ingenuity in everyday practices. Review of Research in Education, 41, 30-60, doi:10.3102/0091732X16687523 **
Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). Articulating informal learning. Review of Research in Education, 40 (centennial issue), 356-401.
Gutiérrez, K. D., & Jurow, S. (2016). Social design experiments: Toward equity by design. The Journal of Learning Sciences, 25(4),565-598.
Gutiérrez, K. D. (2016). Designing resilient ecologies: Social design experiments and a new social imagination. Educational Researcher, 45(3), 187-196.
Gutiérrez, K. D., Engeström, Y., & Sannino, A. (2016). Expanding educational research and interventionist methodologies. Cognition and Instruction, 34(3), 275-284. .
Ruvalcaba, O., Rogoff, B., López, A., Correa-Chávez, M., & Gutiérrez, K. D. (2015). Children's avoidance of interrupting others’ activities in requesting help: Cultural aspects of considerateness. Advances in Child Development and Behavior, 49, 185-205.
DiGiacomo, D. & Gutiérrez, K. D. (2015). Relational equity as a design tool within making and tinkering activities. Mind, Culture, & Activity: An International Journal, 22(3), 1-15. **
Sánchez, S., Domínguez, M., Greene, A. C., Mendoza, E., Fine, M., Neville, H., & Gutiérrez, K. D. (2015). Revisiting the collective in critical consciousness: Diverse sociopolitical wisdoms and ontological healing in sociopolitical development. Urban Review, 47(5), 824-846.**
Gutiérrez, K. D., & Calabrese Barton, A. (2015). The possibilities and limits of the structure-agency dialectic in advancing science for all. Journal of Research in Science Teaching, 52(4), 574–583.
Schwartz, L., DiGiacomo, D., & Gutiérrez, K. D. (2015) Creating contexts for tinkerability: Making and tinkering instantiated in a social design experiment with undergraduates and youth from nondominant communities. International Journal of Research on Extended Education IJREE, 3(1), 94–113.**
Repenning, Webb, Koh, Nickerson, Miller, Brand, Many Horses, Basawapatna, Gluck, Grover, Gutierrez, & N. Repenning (2015). Scalable Game Design: A strategy to bring systemic computer science education to schools through game design. ACM Transactions on Computing Education, 15(2), Article 11, 1-31.
Gutiérrez, K. D.(2014). Integrative research review: Syncretic approaches to literacy learning. Leveraging horizontal knowledge and expertise. In P. Dunston, L. Gambrell, K. Headley, S. Fullerton, & P. Stecker (Eds.), 63rd Literacy Research Association Yearbook. (pp. 48-61). Alamonte Springs, FL: Literacy Research Association.
Vossoughi, S., & Gutiérrez, K. D. (2014). Studying movement, hybridity, and change: Toward a multi-sited sensibility for research on learning across contexts and borders. In J. Vadeboncoeur (Ed.) Learning in and across contexts: Reimagining education. National Society for the Study of Education Yearbook, 113(2), (pp. 603–632). New York, NY: Teachers College Press. **
Gutiérrez, K. D. & Penuel, W. R. (2014). Relevance to practice as a criterion for rigor. Educational Researcher, (1), 19-23.
Gutiérrez, K. D., Jurow, A. S., Kirshner, B., O'Connor, K., & Polman, J. L. (2014). Activity Theory. In D. Phillips (Ed.), Encyclopedia of educational theory and philosophy. Thousand Oaks, CA: SAGE.
Ito, M., Gutiérrez, K. D., Livingstone, S., Penuel, W., Rhodes, J, Salen, K., Schor, J., Sefton-Green, J. & Watkins, C. (2013). Connected Learning: An agenda for research and design. Irvine, CA: The Digital Media and Learning Research Hub Reports on Connected Learning.
Peer-reviewed Publications, continued
Hand, V., Penuel, W., & Gutiérrez, K. D. (2012). (Re)Framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55(2), 250-268.
Gutiérrez, K. D. (2012). Re-Mediating current activity for the future. Mind, Culture, and Activity: An International Journal. 19, 17-21.
Gutiérrez, K. D., Bien, A., & Selland, M. (2011). Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners, Journal of Early Childhood Literacy, 11(2), 232-261.
Gutiérrez, K. D. (2011). Teaching toward possibility: Building cultural supports for robust learning. Powerplay, 22-37.
Gutiérrez, K. D., Zepeda, M., & Castro, D. (2010) Advancing early literacy learning for all children: Implications of the NELP report for dual language learners Educational Researcher. 39(4), 334–339.
Gutiérrez, K.. D., Izquierdo, C., & Kremer-Sadlik, T. (2010). Middle class working families’ ideologies and engagement in children’s extracurricular activities. International Journal of Learning, 633-656.
Lopez, A., Correa-Chavez, M., Rogoff, B., & Gutiérrez, K. D. (2010). Attention to instruction directed to another by U.S. Mexican-heritage children of varying cultural backgrounds. Developmental Psychology. 46(3), 593-601.
Gutiérrez, K. D. & Vossoughi, S. (2010). “Lifting off the ground to return anew” Documenting and designing for equity and transformation through social design experiments, Journal of Teacher Education, 61(1-2), 100-117.
Gutiérrez, K. D., Sengupta-Irving, T., & Dieckmann, J. (2010). Developing a mathematical vision: Mathematics as a discursive and embodied practice. In J. Moschkovich, (Ed.) Language and mathematics education: Multiple perspectives and directions for research, a volume in the series Research in Mathematics Education, Barbara J. Dougherty (Ed.), (pp. 29-71). Greenwich, CT: Information Age Publishing, Inc.
Gutiérrez, K. D. (2009). A comprehensive federal literacy agenda: Moving beyond inoculation approaches to literacy policy, Journal of Literacy Research, 41(4), 476-483.
Gutiérrez, K. D., Hunter, J., & Arzubiaga, A. (2009). Re-mediating the university: Learning through sociocritical literacies. Pedagogies: An International Journal, 4, 1-23.
Gutiérrez, K. D., Morales, P. L., & Martinez, D. (2009). Re-mediating Literacy: Culture, difference, and learning for students from non-dominant communities. Review of Research in Educational Research, 33, 212-245.
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly. 43(2), 148-164.
Gutiérrez, K. D. & Larson, J. (2007). Discussing expanded spaces for learning. Language Arts, 85(1), 69-77.
Gutiérrez, K. D. (2006). White innocence: A framework and methodology for rethinking educational discourse. International Journal of Learning, 12, 1-11.
Gutiérrez, K. D. (2006) Culture matters: Rethinking educational equity. New York: Carnegie Foundation.
Gutiérrez, K. D. & Correa-Chavez, M. (2006). What to do about culture? Lifelong Learning in Europe, 3, 152-159.
Stone, L. & Gutiérrez, K. D. (2007). Problem articulation and the processes of assistance: An activity theoretic view of mediation in game play. International Journal of Educational Research, 46, 43-56.
Peer-reviewed Publications, continued
Gutiérrez, K. D. & Orellana, M. (2006). The ‘problem of English Learners: Constructing genres of difference. Research in the Teaching of English, 40 (4), 502-507.
Orellana, M. & Gutiérrez, K. D. (2006). What’s the problem? Constructing different genres for the study of EnglishLearners. Research in the Teaching of English, 41 (1), 118-123.
Gutiérrez, K. D., Crosland, K. & Berlin, D. (2006). Reconsidering coaching: Assisting teachers’ literacy practices in the zone of proximal development. Center for the Study of Urban Literacies. University of California, Los Angeles.
Gutiérrez, K. D., & Jaramillo, N. (2006). Looking for educational equity: The consequences of relying on Brown. In A. Ball (Ed.) With more deliberate speed: Achieving equity and excellence in education—Realizing the full potential of Brown v. Board of Education. 2006 Yearbook of the National Society for the Study of Education, 105(2). (pp. 173-189). Malden, MA: Blackwell Publishing.
Gutiérrez, K. D. (2004). Literacy as laminated activity: Rethinking literacy for English Learners. National Reading Conference Yearbook. (pp. 101-114) Chicago, Illinois: National Reading Conference.
Gutiérrez, K. D. (2004). Rethinking education policy for English Learners. Aspen Institute, Washington, D.C.
Gutiérrez, K. D. & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 3 (5), 19-25.
Crosland, K, & Gutiérrez, K. D. (2003) Standardizing teaching, standardizing teachers: Educational reform and the deprofessionalization of teachers in an English- only era. Educators for Urban Minorities, 2 (2), 24-40.
Gutiérrez, K. D. (2002). Studying cultural practices in urban learning communities. Human Development. 45(4), 312-321.
Gutiérrez, K. D., Asato, J., Pacheco, M, Moll, L., Olson, K., Horng, E., Ruiz, R., Garcia, E., & Mccarty, M. (2002). “Sounding American”: The consequences of new reforms on English language learners. Reading Research Quarterly. 37(3), 328-343.
Erickson, F., & Gutiérrez, K. D. (2002). Culture, rigor, and science in educational research. Educational Researcher, 31(8), 21-24.
Gutiérrez, K. D., Asato, J., Santos, M., and Gotanda, N. (2002). Backlash pedagogy: Language and culture and the politics of reform. The Review of Education, Pedagogy, and Cultural Studies, 24(4), 335-351.
Gutiérrez, K. D. & Stone, L. (2002) Hypermediating literacy activity: How learning contexts get reorganized. In O. Saracho & B. Spodek. (Eds.). Contemporary Perspectives in Early Childhood Education, 2 (pp. 25-51). Greenwich, Conn: Information Age Publishing
Gutiérrez, K. D. (2001) So what’s new in the English language arts: Challenging policies and practices, ¿y que?, Language Arts Journal, 78(6), 564-569.
Gutiérrez, K. D., Baquedano-Lopez, P., & Asato, J. (2001). English for the children: The new literacy of the old world order. Bilingual Review Journal, 24(1 & 2), 87-112.
Gutiérrez, K. D. (2000) Teaching and learning in the 21st century. English Education, 32(4), 290-298.
Gutiérrez, K. D., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, & Activity: An International Journal, 6(4), 286-303.
Gutiérrez, K. D., Baquedano-Lopez, P. & Alvarez, H., & Chiu, M. (1999). A cultural- historical approach to collaboration: Building a culture of collaboration through hybrid language practices. Theory into Practice, 38 (2), 87-93.
Gutiérrez, K. D., Baquedano-Lopez, P., & Turner, M.G. (1997) Putting language back into language arts: When the radical middle meets the third space. Language Arts, 74 (5), 368-378.
Peer-reviewed Publications, continued
Gutiérrez, K. D. & Stone, L. (1997). A cultural-historical view of learning and learning disabilities: Participating in a community of learners. Learning Disabilities: Research and Practice, 12(2), 123-131.
McLaren, P. & Gutiérrez, K. D. (1996). Global politics and local antagonisms: Research and practice as dissent and possibility. Anuario de Educao. (Brasil), 27-60.
Gutiérrez, K. D., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65 (3), 445-471.
Gutiérrez, K. D., Larson, J. & Kreuter, B. (1995). Cultural tensions in the scripted classroom: The value of the subjugated perspective. Urban Education, 29 (4), 410-442.
Gutiérrez, K. D. (1995). Unpackaging academic discourse. Discourse Processes, 19 (1), 21-37.
Gutiérrez, K. D. & Larson, J. (1994). Language borders: Recitation as hegemonic discourse. International Journal of Educational Reform, 3 (1), 22-36. (International journal)
McLaren, P. & Gutiérrez, K. D. (1994). Pedagogies of dissent and transformation: A dialogue about postmodernity, social context, and the politics of literacy. International Journal of Educational Reform, 3 (3), 327-337. (International journal)
Gutiérrez, K. D. (1993). How talk, context, and script shape contexts for learning to write: A cross case comparison of journal sharing. Linguistics and Education, 5 (3 & 4), 335-365.
Gutiérrez, K. D. (1993). Educating linguistically Diverse students: A Personal Response. Voices, 3 (1), 2-11.
Gutiérrez, K. D. (1992). A comparison of instructional contexts in writing process classrooms with Latino children. Education and Urban Society, 24 (2), 224-262.
Gutiérrez, K. D. & Garcia, E. E. (1989) Academic literacy in Linguistic Minority Children: The Connections between Language, Cognition, and Culture. Early Child Development and Care, 51, 109-126. (International journal).
Gutiérrez, K. D. (with Task Force on Racism and Bias). (1987). Expanding opportunities: Academic success for culturally and linguistically diverse students. College English, 49, 550-552. (principal author).
Gutiérrez, K. D. (with CCC Committee on the Teaching of English and its Evaluation). (1982). Evaluating instruction in writing: Approaches and instruments. College Composition and Communication, 33, 213-229.
Coe, R. & Gutiérrez, K. D. (1981). Using problem-solving procedures and process analysis to help students with writing problems. College Composition and Communications, 32, 262-271.
Chapters in Books
Santiago, M., de los Rios, C. V., & Gutierrez, K. D. (forthcoming). Historicizing Latinx civic agency and contemporary lived civics in lessons learned: Agency and resilience in the face of challenge as civic action . In C.D. Lee, G. White, and D. Dong (Eds.), Civic discourse and reasoning. Washington, DC: National Academy of Education.
Villegas, K., Yin, P., Gutierrez, K. D. (in press). Interrogating languaging through power, race, and space in the schooling of translingual student populations. In R. Milner & K. Lomotey (Eds.), Handbook of urban education. New York, NY: Routledge. (peer-reviewed)
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. (pp. 123-142). Charlotte, NC: Information Age Publishing, Inc. **
DiGiacomo, D. & Gutiérrez, K. D. (2018). Seven chilis: Making visible the complexities in leveraging cultural repertoires of practice in a designed teaching and learning environment. In J. Rowsell (Ed.), The art and craft of literacy pedagogy: Profiling community crts zone. (pp. 41-57). New York, NY: Routledge. (reprint) **
Rivero, E., & Gutiérrez, K. D. (2019). "You know what's glitching?": Emergent digital literacies in video game play. In Erstad, O., Flewitt, R., Kümmerling-Meibauer, B., & Pereira, I. S. P. (Eds.), The Routledge handbook of digital literacies in early childhood. (pp. 158-168). London & New York: Routledge International Handbooks. ** (peer-reviewed)
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.
Gutiérrez, K. D., & Johnson, P. (2017). Understanding identity sampling and cultural repertoires: Advancing an historicizing and syncretic system of teaching and learning in justice pedagogies. In Paris, D. & Alim, H.S. (Eds.), Culturally sustaining pedagogy: Teaching and learning from justice in a changing world. (pp. 247-260) New York, NY: Teachers College Press. **
Vossoughi, S., & Gutiérrez, K. D. (2016). Critical pedagogy and socio-cultural theories of learning. In Esmonde, I. & Booker, A. (Eds.), Power and privilege in the learning sciences: Critical and socio-cultural theories of learning. (pp. 139-161). New York, NY: Routledge.**
Schwartz, L., & Gutiérrez, K. D. (2015). Literacy studies and situated methods: Exploring the social organization of household activity and family media use. In Rowsell, J. & Pahl K. (Eds.), The Routledge handbook of literacy studies. (pp. 575-592). New York, NY: Routledge Publishers. **
Mendoza, E., Paguyo, C. H., & Gutiérrez, K. D. (2015). Understanding the intersection of race and dis/ability through common sense notions of learning and culture. In D. J. Connor, B.A. Ferri, & S.A. Annamma (Eds.), DisCrit: critical conversations across race, class, & dis/ability. (pp. 71-86). New York, NY: Teachers College Press. **
Domínguez, M. & Gutiérrez, K. D. (2014). Best practices for teaching dual language learners: leveraging everyday literacies. In L. Gambrell & L. Morrow (Eds.), Best practices in literacy instruction, (5th Edition). (pp. 127-149). New York, NY: Guilford Press. **
Gutiérrez, K. D., Nixon, A., & Hunter, J. (2014). Leveraging new media and youths’ repertoires of practice toward connected learning. In B. Kirshner & E. Middaugh (Eds.), #youthaction: Becoming political in the digital age. (pp. 43-57). Charlotte, NC: Information Age Press. **
Gutiérrez, K. D. (2014). Toward a humanist and consequential view of learning and equality. Foreword. In J. Larson Radical equality. New York: Routledge Publishers.
Gutiérrez, K. D. (2013). Toward a human science of learning: Literacy, multiliteracies and new media technologies. Foreword. In K. Hall, T. Cremin, B. Comber, & L. Moll (Eds.) International handbook of research on children’s literacy, learning, and culture. (pp. xxix-xxxvi). NY: Wiley –Blackwell.
Kremer-Sadlik, T. & Gutiérrez, K. D. (2013). Homework and recreation. In Fast-forward family: home, work, and relationships in middle class America. (pp. 130-149). Berkeley: University press.
Razfar, A., & Gutiérrez, K. D. (2013). Reconceptualizing early childhood literacy: The sociocultural influence and the digital age. In J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (2nd Edition) (pp. 52-78). London: SAGE Publications.
Gutiérrez, K. D. & Arzubiaga, A. (2012). An ecological and activity theoretic approach to understanding diasporic and non-dominant communities. In W. Tate (Ed.) Research on schools, neighborhood, and communities (pp. 203-216). New York: Rowman & Littlefield Publishers, Inc. (refereed).
Gutiérrez, K. D. (2012). Expanding methodologies to account for expansive views of learning. Bevin, B., Bell, P., Stevens, R., & Razfar, A. (Eds.). LOST opportunities: Learning in out of school time. New York, NY: Springer.
Gutiérrez, K. D., Paguyo, C., & Mendoza, L. (2012). Essentializing racial and ethnic identity. In J. Banks (Ed). Encyclopedia of diversity in education (pp. 816-822). Sage Publishers.
Gutiérrez, K. D., Mendoza, L., & Paguyo, C. (2012). Third space and sociocritical Literacy. In J. Banks (Ed). Encyclopedia of diversity in education (pp. 2160-2163) Sage Publishers.
Gutiérrez, K. D., Ali, A., & Henríquez, C. (2010). Syncretism and hybridity: Schooling, language, and race and students from non-dominant communities. In M. Apple, Ball, S., & Gandin, L. (Eds.). International handbook sociology of education (pp. 358-369) New York: Routledge.
Gutiérrez, K. D., Bien, A., Selland, M., & Pierce, D. (2010) Syncretic approaches to studying movement and hybridity in literacy practices. In D. Lapp & D. Fisher (Eds.) Handbook of research on teaching the English language arts 3rd Edition. (pp. 415-419). New York: Routledge.
Gutiérrez, K. D. (2010). Teatro as a collective problem-solving activity for social action: An afterword. In M. Cahnmann-Taylor & M. Souto-Manning (Eds.) Teachers act up! Creating multicultural learning communities through theatre (pp. 141-144) NY: Teachers College Press.
Gutiérrez, K. D., & Lee, C. D. (2009). Informal learning with children from diverse backgrounds. In L. M. Morrow, R. Rueda, & D. Lapp (Eds.) In Handbook of research on literacy instruction: Issues of diversity, policy, and equity. New York: Guilford Publications.
Gutiérrez, K. D. (2008). Foreword. In J. Mora, G. Masequesmay, Enai Shrake, & A. Munoz (Eds.) Learning English/learning America: Voices of Latinos and Asian Americans. (pp. v-vii). Dubuque, Iowa: Kendall Hunt Publishing Company
Pacheco, M., & Gutiérrez, K. D. (2008). Cultural-historical approaches to literacy, teaching and learning. In C. Compton-Lilly (Ed). Breaking the silence: Recognizing the social and cultural resources students bring to the classroom (pp. 60-77). Newark, Delaware: International Reading Association.
Gutiérrez, K. D. and Rogoff, B. (2008) Cultural ways of learning expanded. In: H. Daniels, H. Lauder and J. Porter (Eds.). Critical perspectives on education. London: Routledge.
Banks, J., Au K., Ball A., Bell, P., Gordon, E., Gutiérrez, K. D., Brice Heath, S., Lee, C., Lee, Y., Mahiri, J., Nasir, N., Valdes, G., Zhou, M. (2007). Learning in and out of school in diverse environments: Life-long, Life-wide, Life-deep. The LIFE Center (The Learning in Informal and Formal Environments Center), University of Washington, Stanford University, and SRI International.
Gutiérrez, K. D. (2007). Sameness as fairness: The new tonic of equality and opportunity. In J. Larson (Ed.) Literacy as snake oil: Beyond the quick fix, Second Edition (pp. 109-122). New York: Lang.
Gutiérrez, K. D. (2008). Language as a Civil Right. Stuart Greene, (Ed.) Literacy as a Civil Right: Reclaiming Social Justice in Literacy Research and Teaching (pp. 169-184). NY: Peter Lang.
Gutiérrez, K. D. (2007). Commentary on a sociocritical approach to literacy. In Lewis, C., Enciso, P., & Moje, E. (Eds.) Identity, agency, and power: Reframing sociocultural research on literacy (pp. 115-120). Mahwah, NJ: Lawrence Erlbaum Associates.
Gutiérrez, K. D. (2007). Historicizing literacy. In M. Blackburn and C. Clark (Eds.) Literacy research for political action (pp. ix-xiii). New York: Lang.
Nixon, A. and Gutiérrez, K. D. (2007). Digital literacies for young English learners: Productive pathways toward equity and robust learning. In C. Genishi and A. L. Goodwin (Eds.) Diversities in early childhood education: Rethinking and doing (pp. 121-135). New York: Routledge/Falmer Press.
Izquierdo C., Kremer-Sadlik T., Fatigante M., Arcidiacono F., Gutiérrez K, Pontecorvo C. (2006) Working families' engagement in children's activities: Views from Italian and American Families. Working Paper n. 62. CELF, Los Angeles
Gutiérrez, K. D. (2005). The persistence of inequality: English-language learners and educational reform. In J. Flood & P. Anders (Eds.) Literacy development of students in urban schools (pp. 288-304). Newark, DE: International ReadingAssociation.
Tejeda, C., & Gutiérrez, K. D. (2005). Fighting the backlash: Decolonizing perspectives and pedagogies in neocolonial times. In. P. Pedraza & M. Rivera (Eds.) Latino Education: An agenda for community action research (pp. 261-294). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Razfar, A. & Gutiérrez, K. D. (2003). Reconceptualizing early childhood literacy: The sociocultural influence. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy. (pp. 34-47). London: Sage.
Tejeda, C., Espinoza, M., & Gutiérrez, K. D. (2003). Toward a decolonizing pedagogy: Social justice reconsidered. In P. Trifonas (Ed.), Pedagogy of difference: Rethinking education for social change (pp. 10-40). New York: Routledge.
Gutiérrez, K. D. (2001). Smoke and mirrors: Language policy and educational reform. In J. Larson (Ed.) Literacy as snake oil: Beyond the quick fix (pp. 111-122). New York: Peter Lange Publishers.
Gutiérrez, K. D., Baquedano-López, P., & Álvarez, H. (2001). Literacy as hybridity: Moving beyond bilingualism in urban classrooms. In M. de la Luz Reyes & J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 122-141). New York: Teachers College Press.
Gutiérrez, K & Stone, L. (2000). Synchronic and diachronic dimensions of social practice: An emerging methodology for cultural-historical perspectives on literacy learning. In C. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 150-164). New York: Cambridge University Press.
Gutiérrez, K. D., Baquedano-Lopez, P. & Alvarez, H. (2000). The crisis in Latino education: Challenging the current debate. In C. Tejeda, C. Martinez, & Z. Leonardo (Eds.), Demarcating the borders of Chicana(o)/Latina (o) education (pp. 213-232). Cresskill, NJ: Hampton Press Inc.
McLaren, P. & Gutiérrez, K. D. (1998). Global politics and local antagonisms: Pedagogy of dissent and possibilities. In D. Carlson & M. Apple (Eds.), Critical educational theory in unsettling times (pp. 305-333). Boulder, CO: Westview Press.
Gutiérrez, K. D. (1995). Afterword. In C. Sleeter & P. McLaren (Eds.), Multiculturalism and critical pedagogy. Albany, NY: State University of New York Press.
Gutiérrez, K. D. (1995). Commentary on the impact of linguistic and cultural diversity on America’s schools: A need for new policy. In M. Wang & M. Reynolds (Eds.), Making a difference for students at risk: Trends and alternatives (pp.182-185). Thousand Oaks, CA: Corwin Press.
Gutiérrez, K. D. & Meyer, B. (1995) Creating communities of effective practice: Building literacy for language minority children. In J. Oakes and K. Quartz (Eds.), 94th NSSE Yearbook: Creating new educational communities (pp. 32-52). Chicago: University of Chicago Press.
Gutiérrez, K. D. (1994). Ethnic studies curricula. In Encyclopedia of English Studies and Language Arts., 1, (pp. 467-468). Urbana, IL: National Council of Teachers of English.
Gutiérrez, K. D. (1993). Biliteracy and the language minority child. In Yearbook of Early Childhood Education, Vol. 4: Language and Literacy in Early Childhood Education (pp. 82-101). New York, NY: Teachers College Press.
Gutiérrez, K. D. (1990). Enhancing academic literacy for language minority students. In J.G. Bain and J. Herman (Eds.), Making schools work for underachieving minority students: Next steps for research, policy and practice (pp. 127-136). New York, NY: Greenwood Press.
Interests and Affiliations
Information about Interests and Affiliations to be added soon.
Research Projects
Prolepsis Design Studio, Equity by Design, Writing Data Stories: Integrating Computational Data Investigations into the Middle School Science Classroom
