Jason Dylan Mizell

Asst. Professor

(305) 284-4842
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Jason D. Mizell is an Assistant Professor in the Department of Teaching and Learning.  Dr. Mizell completed his M.A. at the University of Connecticut (CT), and earned his Ph.D. from the University of Georgia (GA) in language and literacy education with an emphasis in TESOL and world languages. Dr. Mizell’s teaching and school leadership experience spans the P-16 context in elementary dual language and TESOL/ESOL programs, middle grades Math/Science/Social Studies, high school English Language Arts, and college counseling in various South American countries and the United States.

Dr. Mizell’s research and teaching are filtered through a culturally sustaining framing in order to apprentice pre- and in-service teachers, minoritized youth, and wider community(ies) to (1) value, nurture, and critically examine racialized community languaging and literacies practices, (2) critically examine and deconstruct dominant languaging and literacies practices, (3) learn to remix languages and literacies critically in order to meet their needs in a multilingual and pluralistic society, and (4) to help subject area teachers make content specific instruction explicit and accessible. 



Mizell, J.D. (2022) Testimonios and picturebooks: An Afro-Latino adolescent’s exploration of immigration stories through the lens of LatCrit and testimonios, Middle School Journal, 53:1, 4-15, https://doi.org/10.1080/00940771.2021.1997533

Qui, T., Kas-Osoka, C., & Mizell, J.D. (2021). Co-constructing Knowledge: Critical Reflections from Facilitators Engaging in Youth Participatory Action Research in an After-School Program. Journal of Language and Literacy Education, 17(2). http://jolle.coe.uga.edu/wp-content/uploads/2021/11/Qiu_JoLLE2021_5.pdf

Accurso, K., & Mizell, J. D. (2020). Toward an antiracist genre pedagogy: Considerations for a North American context. TESOL Journal, 11(4), e55. https://doi.org/10.1002/tesj.55

Mizell, J. D. (2020). Apprenticeship of pre-service teachers through culturally sustaining systemic functional linguistics. Language and Education, 35(2), 123-139. https://doi.org/10.1080/09500782.2020.1797770