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Over the course of my career, I have worked with colleagues to develop methodological approaches to design that embody and advance a set of principles to support learning and transformative change. They include:

• Honoring what is already happening in communities and the local knowledge and practices before considering the design of something “new”
• Recognizing and leveraging the rich forms of expertise that people from diverse backgrounds bring to design work
• Using transdisciplinary and ecological approaches to designing, studying, and evaluating work towards learning, healing, and transformative justice
• Privileging collaboration and coalition-building across local, regional, and intergenerational communities
• Practicing multimodal and creative forms of representation and practice as a means of deepening learning and sustaining the struggles inherent to social change
• Embodying humility as a principle of design and engagement��

We have described this family of commitments and practices as social design-based experiments (Gutiérrez & Jurow, 2016), participatory design-based research (Jurow, Teeters, Shea, & Van Steenis, 2016), and care(full) design (Mendoza, Cortes, Paguyo, & Jurow, 2021).

Teaching is an integral part of my work as a faculty member. I love teaching and I work hard at improving how I teach so that my students can learn in inclusive and dignity-producing ways. In my teaching, I engage diversity as an intellectual and a pedagogical resource through what and how I teach. The content of my courses focuses on studying, identifying, and leveraging the heterogeneity of our experiences - including racialized, cultural, linguistic, gendered, and classed - to organize meaningful learning. I aim to build what Barbara Rogoff (1994) calls “communities of learners” (Rogoff, 1994) in my classes, which means that I position everyone in class to be both a “learner” and a “teacher”. This is a powerful way for us to engage in expansive learning that is responsive to who we are and who we want to become.��

Courses taught:

EDUC 2411: Educational Psychology for Elementary School

To teach effectively, teachers need to know a great deal about their students. In this course, we will focus on three core questions:

1. How do children learn, and what influences how they learn?
2. How does this affect how we approach classroom teaching?
3. How can educational psychology help us better understand how to create effective learning environments?

This course aims to introduce students to some aspects of the nature of learning, and of the relation between learning and teaching.�� While it is not meant to familiarize you with the “ins and outs” of classroom teaching, we will spend time in class discussing your practicum experiences in relation to theories of learning and will refer to recent research to guide your practice in classrooms.

Learning to teach can be challenging because it involves moving between the general and the particular, theory and practice, our own experiences as learners and teachers, and the experiences of others. In this class, we will address these challenges through readings, discussion, activities, writing, and lectures about learning and teaching.�� To further enrich your understanding of learning to teach, we will also share, discuss, and analyze your experiences at your practicum sites.

EDUC 6318: Psychological Foundations of Education

This course is meant to be an introduction to the field of educational psychology with a particular emphasis on theories of learning. In this course, we will address the following interrelated questions through our collective reading and discussions

1. How do people learn?
2. How do theories of learning affect how we organize teaching and learning in classrooms?
3. How has the field of educational psychology contributed to and shaped our understanding of the above issues?

I’ve designed course readings and assignments so you can go in-depth into selected topics that I think are central to understanding the psychological foundations of education.�� I have chosen to go for depth rather than breadth in this course so you will gain a sense of the general kinds of issues that are studied in educational psychology as well as the approaches that are taken to study them.��

As I see it, your main task as a student in this class is to try to relate what you are learning in class with what you know about the world, schooling, subject matter, how people learn in and out of school, and about yourself.�� You will have many opportunities to share the connections you are making in our discussions and in your writing.��

For a complete list of publications, please see the faculty member's .

Articles

Jurow, A. S., Mendoza, E., & Cortes, K. L. (2025). Can we design for healing in the learning sciences? Journal of the Learning Sciences, 34(2), 179–199.

Pradhan, I., & Jurow, A.S. (2025). Transformative agency as defiance: Caste marginalized students' challenges to Indian higher education. Cognition & Instruction,��1–26.

Mendoza, E., Salazar, B., Padilla-Chávez, A., & Jurow, A.S. (2024). Bringing learning and hummingbird medicine into dialogue to heal academic harms. Journal of Ethnic and Cultural Studies, 11(5), 211–229.

Gutiérrez, K., & Jurow, A.S. (2016). Social design experiments: Toward equity by design, The Journal of the Learning Sciences, 00, 1-34. (Invited article in special issue edited by M. Cole, K.D. O’Neill, and W.R. Penuel on cultural historical perspectives on design). (Equal authorship)