Gerald Campano
Biographic Data
| ID | 1585181 |
|---|---|
| NAME | Gerald Campano |
| GIVEN NAMES | Gerald |
| FAMILY NAME | Campano |
| SIGNATURE | CAMPANO G |
| AFFILIATIONS | University of Pennsylvania |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
What Do We Want Our Book to Look Like?”
This study explores how a team of university and youth co‐researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community‐centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative …
Care, Support, and Solidarity
In this collaboratively written article, we share what we have learned in our over decade-long partnership working across social and institutional boundaries, including: the right for students to be taught through a strength-based perspective; the necessity of communication between schools and communities; and insights into how educators can foster genuine care with families. We conclude with recommendations about how educators can work in solida…
Community-Based Research with Immigrant Families
This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought t…
A Kitchen-Table Talk About Community Cultural Wealth in the Time of Covid-19
In recognition of the fact that the COVID-19 pandemic pronounced racialized and ethnicized inequities, five educators and community activists from across the United States gathered to reflect on the ways Black and Brown communities have developed community cultural wealth in the time of COVID-19. The authors gathered on Zoom to share their personal, familial, and communal experiences with COVID-19. Moreover, they shared narratives of familial and…
Agency as collectivity
In this article, we highlight the affordances of agency that is not merely individual, but rather emerges in and through collectivities. We take up these issues within the context of our own work in the field of sociocultural perspectives on literacy and through the methodological vantage point of community-based and participatory research. First, we define our key terms—agency and collectivity—in relationship to the theoretical orientations that…
Engaging Double Binds for Critical Inquiry With First-Grade Latina/O Emergent Bilinguals
This two-year predominantly qualitative study engaged 103 bilingual first graders in a literacy curriculum that sought to blend in- and out-of-school experiences, with particular emphasis on using photography and other multimodal texts as semiotic resources. Drawing on critical pedagogy and cultural historical activity theory, we supported students in interrogating epistemologies resulting from dominant hegemonic perspectives. As part of the curr…
Agency as collectivity
In this article, we highlight the affordances of agency that is not merely individual, but rather emerges in and through collectivities. We take up these issues within the context of our own work in the field of sociocultural perspectives on literacy and through the methodological vantage point of community-based and participatory research. First, we define our key terms—agency and collectivity—in relationship to the theoretical orientations that…
Community-Based Research with Immigrant Families
This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought t…
Engaging Double Binds for Critical Inquiry With First-Grade Latina/O Emergent Bilinguals
This two-year predominantly qualitative study engaged 103 bilingual first graders in a literacy curriculum that sought to blend in- and out-of-school experiences, with particular emphasis on using photography and other multimodal texts as semiotic resources. Drawing on critical pedagogy and cultural historical activity theory, we supported students in interrogating epistemologies resulting from dominant hegemonic perspectives. As part of the curr…
Agency as collectivity
In this article, we highlight the affordances of agency that is not merely individual, but rather emerges in and through collectivities. We take up these issues within the context of our own work in the field of sociocultural perspectives on literacy and through the methodological vantage point of community-based and participatory research. First, we define our key terms—agency and collectivity—in relationship to the theoretical orientations that…
A Kitchen-Table Talk About Community Cultural Wealth in the Time of Covid-19
In recognition of the fact that the COVID-19 pandemic pronounced racialized and ethnicized inequities, five educators and community activists from across the United States gathered to reflect on the ways Black and Brown communities have developed community cultural wealth in the time of COVID-19. The authors gathered on Zoom to share their personal, familial, and communal experiences with COVID-19. Moreover, they shared narratives of familial and…
Care, Support, and Solidarity
In this collaboratively written article, we share what we have learned in our over decade-long partnership working across social and institutional boundaries, including: the right for students to be taught through a strength-based perspective; the necessity of communication between schools and communities; and insights into how educators can foster genuine care with families. We conclude with recommendations about how educators can work in solida…
Community-Based Research with Immigrant Families
This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought t…
What Do We Want Our Book to Look Like?”
This study explores how a team of university and youth co‐researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community‐centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative …
Sociology (6 works) · Pedagogy (4 works) · Psychology (4 works) · Critical Race Theory in Education (3 works) · Political science (3 works) · Computer Science (2 works) · Curriculum (2 works) · Law (2 works) · Literacy (2 works) · Literacy, Media, and Education (2 works)