Kris Gutiérrez

Professor
Social Research Methodology; Director, Education Minor
1026 Moore Hall -- (310) 825-7467 --krisgu@ucla.edu

Ph.D., English / Curriculum and Instruction, University of Colorado at Boulder, 1987

Areas of Interest

Current research interests include a study of the sociocultural contexts of literacy development, particularly the study of the acquisition of academic literacy for language minority students. Her research also focuses on understanding the relationship between language, culture, development, and pedagogies of empowerment.

Publications

Selected Journal Articles

Gutierrez, K. & Rogoff, B. (in press). Cultural ways of learning:
Individual styles or repertoires of practice. Educational Researcher.

Crosland, K,& Gutierrez, K. (accepted) Standardizing Teaching, Standardizing Teachers: Educational Reform and the Deprofessionalization of Teachers in an English-only Era. Educators for Urban Minorities.

Erickson, F., & Gutierrez, K. (2002). Culture, Rigor, and Science in Educational Research. Educational Researcher, 31 (8), 21-24.

Gutiérrez, K., 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.

Razfar, A. & Gutierrez, K. (in press). Sociocultural approaches to early childhood literacy. In N. Hall, J. Larson, J. March (Eds.) Handbook of Early Childhood Literacy Research. London: Sage.

Gutierrez, K. (2002). Studying cultural practices in urban learning communities. Human Development. 45 (4), 312-321.

Gutierrez, K., 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.

Gutierrez, K., Crosland, K. & Berlin, D. (submitted). Reconsidering coaching:
Assisting teachers’ literacy practices in the zone of proximal development.

Gutierez, K. & 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

Gutierrez, K. (2001) So what’s new in the English language arts:
Challenging policies and practices, ¿y que?, Language Arts Journal, 78 (6), 564-569.

Gutierez, K., 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.

Gutierrez, K. (2000) Teaching and learning in the 21st Century. English Education, 32 (4), pp. 290-298.

Stone, L. & Gutiérrez, K. (submitted). Microdevelopment and assistance strategies: Organizing learning processes in an after-school setting. Mind, Culture, & Activity: An International Journal.

Gutiérrez, K., 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., 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., 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.

Gutiérrez, K. & 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. (1996). Global politics and local antagonisms: Research and practice as dissent and possibility. Anuario de Educao. (Brasil), 27-60.

Gutiérrez, K., 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., 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. (1995). Unpackaging academic discourse. Discourse Processes, 19 (1), 21-37.

Gutiérrez, K. & Larson, J. (1994). Language borders: Recitation as hegemonic discourse. International Journal of Educational Reform, 3 (1), 22-36. (International journal)

McLaren, P. & Gutiérrez, K. (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. (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. (1993). Educating Linguistically Diverse students: A Personal Response. Voices, 3 (1), 2-11.

Gutiérrez, K. (1992). A comparison of instructional contexts in writing process classrooms with Latino children. Education and Urban Society, 24 ( 2), 224-262.

Gutiérrez, K. & 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. (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. (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. (1981). Using problem-solving procedures and process analysis to help students with writing problems. College Composition and Communications, 32, 262-27.

Gutiérrez, K. (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: Greenwood Press.

Gutierrez, K. (in press) So What's New in the English Language Arts: Challenging Policies and Practices, ¿y que?, Language Arts Journal.

Gutierez, K. & Stone, L. (in press) Hypermediating Literacy Activity: How Learning Contexts Get Reorganized. In O. Saracho & B. Spodek. Contemporary Perspectives in Early Childhood Education.

Gutierez, K., 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.

Gutierrez, K. (2000) Teaching and Learning in the 21st Century, English Education, 32 (4), pp. 290-298.

Stone, L. & Gutiérrez, K. (accepted). Problem-finding as distributed intelligence: The role of changing participation in mathematical problem-solving activities in an after-school learning community. Mind, Culture, & Activity: An International Journal.

Gutiérrez, K., Baquedano-Lopez, P., & Tejeda, C. (2000). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, & Activity: An International Journal, 6 (4), 286-303.

Gutiérrez, K., 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.

Gutiérrez, K. & 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. & Gutierrez, K. (1996). Global politics and local antagonisms: Research and practice as dissent and possibility. Anuario de Educao. (Brasil), 27-60.

Gutiérrez, K., Rymes, B., & Larson, J. (1995). Sript, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65 (3), 445-471.

Gutiérrez, K., 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. (1995). Unpacking academic discourse. Discourse Processes, 19 (1). 21-37.

Gutiérrez, K. & Larson, J. (1994). Language borders: Recitation as hegemonic discourse. International Journal of Education Reform, 3 (1), 22-36. (International journal)

McLaren, P. & Gutiérrez, K. (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. (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. (1992). A comparison of instructional contexts in writing process classrooms with Latino children. Education and Urban Society, 24 (2), 224-262.

Selected Chapters in Books

Tejeda, C., Espinoza, M., & Gutierrez, K. (in press). Toward a decolonizing pedagogy: Social justice reconsidered. In P. Trifonas (Ed.) Pedagogy of Difference. New York: Routledge.

Gutierrez, K. (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 & 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., Stone, L., & Larson, J. (in press). Hypermediating in the Urban Classroom: When Scaffolding becomes Sabotage in Narrative Activity. In C. D. Baker, J. Cook-Gumperz, and A. Luke (Eds.), Literacy and Power. Oxford: Blackwell. (International publication).

Gutiérrez, K., 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., 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. (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. (1995). Afterword. In C. Sleeter & P. McLaren (Eds.), Multiculturalism and critical pedagogy. Albany, NY: State University of New York Press.

Gutiérrez, K. (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. & 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. (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. (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: Teachers College Press.

Gutiérrez, K. (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: Greenwood Press.