Dr. Luis Urrieta, Jr. is Professor of Cultural Studies in Education. He is (by courtesy) affiliated faculty in the Center for Mexican American Studies (CMAS), the Native American & Indigenous Studies Program (NAIS), and the Lozano Long-Benson Institute of Latin American Studies (LLILAS). Dr. Urrieta's research interests center around 1) cultural and racial identities, 2) agency as social and cultural practices, 3) social movements and collective action related to education, and 4) learning in family and community contexts. He is specifically interested in Chicanx, Latinx, and Indigenous (P'urhépecha) cultures and identities, activism as a social practice in educational spaces, in oral and narrative traditions in qualitative research, and Indigenous knowledge systems and research methodologies. Luis Urrieta received his Ph.D. at the University of North Carolina at Chapel Hill in 2003. He has been a resident scholar at the School for Advanced Research (SAR) in Santa Fe, New Mexico; a Fulbright Garcia Robles Fellow in Mexico; a fellow of the American Educational Research Association, the Spencer Foundation, and the American Association of Hispanics in Higher Education. Dr. Urrieta held the Lee Hage Jamail Regents Chair in Education from 2006 to 2008, and currently holds the Suzanne B. and John L. Adams Professorship in Education. In 2012 he was honored with the Alumni Achievement Award from the School of Education at the University of North Carolina at Chapel Hill. Dr. Urrieta is the author of the award winning book, "Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools" (2009, University of Arizona Press), in addition to an extensive publishing record. Hi most recent book is a co-edited volume (with George W. Noblit) titled Cultural Constructions of Identity: Meta-ethnography and Theory (2018, Oxford University Press). Dr. Urrieta was also honored as a César E. Chávez champion of change by the White House in 2014.
Urrieta, L. & Noblit, G. (2018). Cultural constructions of identity: Meta-ethnography and theory. New York: New York: Oxford University Press. (View)
Urrieta, L. (2017). Identity, violence, and authenticity: Challenging static conceptions of indigeneity.. Latino Studies, 15(2), 254-261.
Blackwell, M., Boj Lopez, F. & Urrieta, L. (2017). Critical Latinx Indigeneities: An Introduction. Latino Studies, 15(2), 126-137.
Urrieta, L. (2016). Diasporic community smartness: Indigenous-heritage saberes and community ways of knowing. Race, Ethnicity & Education, 19(6), 1186-1199. doi:.
Urrieta, L., Mendez, L. & Rodriguez, E. (2015). A moving target: A critical race analysis of Latina/o faculty experiences, perspectives, and reflections on the tenure and promotion process. International Journal of Qualitative Studies in Education, 28(10), 1149-1168. doi:.
Urrieta, L. (2015). Learning by observing and pitching-In and the connections to indigenous knowledge systems. Advances in Child Development and Behavior, 49, 357-379.
Flores, R., Urrieta, L., Chamoux, M., Lorente y Fernandez, D. & Lopez, A. (2015). History and cultural practice in the analysis of indigenous learning through observing and pitching-In. Advances in Child Development and Behavior, 49, 315-340.
Urrieta, L. (2014). Dis-connections in American citizenship and the post/neo-colonial: People of Mexican descent and whitestream pedagogy and curriculum. Latinos and Education: A Critical Reader (2nded., pp. 111-130). New York: Routledge.
Urrieta, L. & Machado-Casas, M. (2013). Book banning, censorship, and ethnic studies in urban schools: An introduction to the special issue. The Urban Review: Issues and Ideas in Public Education, 45(1), 1-6.
Urrieta, L. (2013). Familia and comunidad-based saberes: learning in an indigenous heritage community.. Anthropology & Education Quarterly, 44(3), 514-535.
Urrieta, L. & Villenas, S. (2013). The legacy of Derrick Bell and Latina/o education: A critical race testimonio. Race, Ethnicity & Education, 16(4), 514-535.
Urrieta, L. (2012). Las identidades también lloran/Identities also cry: exploring the human side of Latina/o indigenous identities. Comparative Indigeneities of the Americas: Toward a Hemispheric (, pp. 321-335). Tucson: University of Arizona Press.
Urrieta, L., Martin, K. & Robinson, C. (2011). I am in school!: African American male youth in a prison/college hybrid figured world. The Urban Review: Issues and Ideas in Public Education, 43(4), 491-506.
Urrieta, L. & Martinez, S. (2011). Diasporic Community Knowledge and School Absenteeism: Mexican immigrant pueblo parents and grandparents postcolonial ways of educating.. Interventions: International Journal of Postcolonial Studies, 13(2), 256-277.
Brown, A. & Urrieta, L. (2010). Gumbo and Menudo and the Scraps of Citizenship: Interest Convergence and Citizen-making for African Americans and Mexican Americans in U.S. Education. Critical Theories, Radical Pedagogies, and Social Education (, pp. 65-83): Sense Publishing.
Luis, Urrieta. (2010). Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools: The University of Arizona Press.
Urrieta, L. & Reidel, M. (2007). Community Commitment and Activist Scholarship: Chicana/o Professors and the Practice of Consciousness. Journal of Hispanic Higher Education, 6, 222. doi:http://www.edb.utexas.edu/education/assets/files/ci/publications/urrieta/jhhe_communitycommit.pdf.
Urrieta, L. (2007). Figured Worlds and Education: An Introduction to the Special Issue. The Urban Review, 39(2), 107-116. (View)
Urrieta, L. (2007). Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators. The Urban Review, 39(2), 117-144. (View)
Vega, J. & Urrieta, L. (2006). The Immigration Debate in the United States: Historical Trends, Migration, and Educational Issues. CIMEXUS, Revista de Investigaciones Mexico-Estados Unidos, 1(1), 63-78.
Urrieta, L. (2006). Community identity discourse and the heritage academy: colorblind educational policy and white supremacy. International Journal of Qualitative Studies in Education, 19(4), 455-476. (View)
Urrieta, L. & Reidel, M. (2006). Avoidance, anger, and convenient amnesia: White supremacy and self-reflection in social studies teacher education.. Racism and Antiracism in Education (, Vol. 4, pp. 279-299). Westport, CT: Praeger Press. (View)
Urrieta, L. (2005). "Playing the Game" Versus "Selling Out": Chicanas and Chicanos Relationship to Whitestream Schools. Performance Theories in Education: Power, Pedagogy, and the Politics of Identity (, pp. 173-196). Mahwah, NJ: Lawrence Erlbaum & Associates. (View)
Anne Ray Fellow
- School of Advanced Research, Santa Fe, New Mexico (2016 - 2017)
César E. Chávez Champion of Change Award
- The White House, Washington D.C. (2014)
Gates Millennium Scholars Alumni Achievement Award
- Gates Millennium Scholars Alumni Association (2014)
Alumni Achievement Award
- School of Education, University of North Carolina at Chapel Hill (2012)
Fulbright-García Robles Fellow
- U.S. Department of State & COMEXUS (Comisión México-Estados Unidos (2009 - 2010)
Fellow
- Lee Hage Jamail Regents Chair in Education (2007 - 2008)
