Luis Urrieta, Jr.

Luis Urrieta, Jr.

Associate Professor & CSE Program Coordinator

Cultural Studies in Education


Office & Hours

Office: SZB 528G
Tuesdays: 1:00-3:00 PM

(512) 232-4129

(512) 471-8460

Mailing Address
The University of Texas at Austin
Curriculum & Instruction
1 University Station
Austin, TX 78712-0379
UT Mail Code: D5700

Full Vita
download vita (pdf)


Dr. Luis Urrieta, Jr. is Associate Professor of Cultural Studies in Education. He is (by courtesy) affiliated faculty in the Center for Mexican American Studies and the Native American & Indigenous Studies Program. Dr. Urrieta also serves as chair of the Faculty committee of the Lozono Long – Benson Institute of Latin American Studies. Dr. Urrieta's research interests center around 1) cultural and racial identities, 2) agency as social and cultural practices, 3) social movements related to education, and 4) learning in family and community contexts. He is specifically interested in Chicana/o, Latina/o, and Indigenous cultures and identities, activism as a social practice in educational spaces, in collective movements, 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 recognized as a fellow by the American Educational Research Association, the Spencer Foundation, the Lee Hage Jamail Regents Chair in Education (UT), by the U.S. Department of State Fulbright Commission (2009-2010), and received the 2012 Alumni Achievement Award from the School of Education at the University of North carolina at Chapel Hill. In 2009, Dr. Urrieta published Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools with the University of Arizona Press, in addition to an extensive publishing record. Dr. Urrieta was honored as a César E. Chávez champion of change by the White House in 2014.


Ph.D., University of North Carolina at Chapel Hill, 2003

Representative Publications

Diasporic Community Knowledge and School Absenteeism: Mexican immigrant pueblo parents? and grandparents? postcolonial ways of educating. Interventions: International Journal of Postcolonial Studies 13(2), (2011) pp.256-277; Urrieta, L Jr. & Martinez, S.

Gumbo and Menudo and the Scraps of Citizenship: Interest Convergence and Citizen-making for African Americans and Mexican Americans in U.S. Education; A.P. DeLeon and E.W. Ross (eds.) Critical Theories, Radical Pedagogies, and Social Education, Sense Publishing. Brown, A. & Urrieta, L., Jr. (2010) pp. 65-83

Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools, (University of Arizona Press, 2009)

Social Justice: A Journal of Crime, Conflict and World Order, 34(2); Citizenship Normalizing and White Pre-service Social Studies Teachers. Urrieta, L Jr. & Reidel, M. (2008) pp91-108

Journal of Hispanic Higher Education; Community Commitment and Activist Scholarship: Chicana/o Professors and the Practice of Consciousness; L. Urrieta Jr. and Lina R. Méndez Benavidez, Vol. 6, No. 3, July 2007, pp. 222-236

The Urban Review; Figured Worlds and Education: An Introduction to the Special Issue; L. Urrieta Jr., Vol. 39, No. 2, June 2007, pp. 107-116

The Urban Review; Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators; L. Urrieta Jr., Vol. 39, No. 2, June 2007, pp. 117-144

CIMEXUS, Revista de Investigaciones Mexico-Estados Unidos; The Immigration Debate in the United States: Historical Trends, Migration, and Educational Issues; J. Vega and L. Urrieta Jr., Vol. 1, No. 1, julio-diciembre 2006, pp. 63-78

International Journal of Qualitative Studies in Education; Community identity discourse and the heritage academy: colorblind educational policy and white supremacy, Vol. 19, No. 4, July-August 2006, pp. 455-476

Racism and Antiracism in Education (E. W. Ross [Ed.]); Avoidance, anger, and convenient amnesia: White supremacy and self-reflection in social studies teacher education, Vol. 4, 2006, pp. 279-299

Performance Theories in Education: Power, Pedagogy, and the Politics of Identity; "Playing the Game" Versus "Selling Out": Chicanas and Chicanos Relationship to Whitestream Schools, In Alexander, B. K., Anderson, G. L., and Gallegos, B. P. (Eds.) 2005, Chapter 9, pp. 173-196

The Social Studies; The Social Studies of Domination: Cultural Hegemony and Ignorant Activism, Vol. 96, No. 5, September/October 2005, pp. 189-192

The Urban Review; Assistencialism and the Politics of High-Stakes Testing, Vol. 36, No. 3, September 2004, pp. 211-226

Theory and Research in Social Education; Dis-connections in "American" Citizenship and the Post/neo-colonial: People of Mexican Descent and Whitestream Pedagogy and Curriculum, Vol. 32, No. 4, Fall 2004, pp. 433-458

Educational Studies; Las Identidades También Lloran, Identities Also Cry: Exploring the Human Side of Indigenous Latina/o Identities, Vol. 34, No. 2, 2003, pp. 148-168

Urrieta, Luis and Martinez, Olivia (2002); Journal of Latinos and Education, 1(1), pp. 69-72; Review of La Otra Conquista by Salvador Carrasco (writer and director)

Research Interests and Expertise

Identity, Agency, and Social Movements in Education with a focus on Chicana/o, Latina/o, and Indigenous (Purepecha) formal and informal education, Native Research Methodologies, Citizenship and Social Studies Education

Boards, Committees and Associations

  • Executive Council, American Educational Studies Association (AESA)
  • Selection Committee, American Educational Research Association (AERA) Minority Dissertation Fellowship