Antero Garcia
Datos Biográficos
| ID | 3828279 |
|---|---|
| NOMBRE | Antero Garcia |
| NOMBRES | Antero |
| APELLIDO | Garcia |
| FIRMA | GARCIA A |
| AFILIACIONES | Stanford University |
| ORCID | 0000-0002-8417-4723 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 54 |
| TOTAL DE CITAS | 81 |
| TOTAL COMO AUTOR | 54 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Teaching About Palestine in U.S. Schools From the 1980s to Present Day
This article shares findings from a systematic review of education research exploring the representation of Palestine in U.S. K–12 schooling. This study identified 13 peer-reviewed journal articles, from 1984 to 2024, and analyzed the studies for themes within and across the corpus of data. These findings demonstrate that (a) the reviewed scholarship focuses on small sample sizes almost entirely devoid of the experiences of Palestinian people, (b…
Generative AI and the (Re)turn to Luddism
This article examines the historical and contemporary mobilizations of ‘Luddism’ as a mode of resistance to technological inevitability, particularly in response to the integration of generative AI into education. Tracing three historical ‘waves’ of Luddism – the original nineteenth century machine-breakers, the Neo-Luddites of the late twentieth century, and the present day critics of digital automation – it explores how the term has been mobili…
Teach like a Luddite
In this article, Charles Logan, T. Philip Nichols, and Antero Garcia argue for resisting the uncritical adoption of “inevitable” automating technologies — such as AI — in schools. To theorize what forms this resistance might take, they turn to perhaps an unusual source: the Luddites. The 19th century textile workers were not anti-technology; they fought technologies used to de-professionalize and disempower them. Learning from the Luddites, they …
Epistemological/Ontological Interview
Argument as Architecture
Argumentation, one of the foundational pillars of writing instruction in K–12 schools, is consistently framed in literacy policy, curriculum, and assessment as a crucial skill youth need to participate in democratic deliberation. Yet the normative emphases in argument discourse on individual subjectivity, binary analysis, and competitive social scarcity stifle the development of the solidarity and relationality needed to counter rancorous politic…
It’s Not Just What Is, It’s Also What Could or Should Be
On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts
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(Re)reading the room
Building a more comprehensive understanding of gaming literacies, this article explores the kinds of literacy practices that emerge through participation and play within escape rooms. Based on a dataset of video recordings of participant interactions within an escape room, we perform side-by-side analyses of play based on two theoretical perspectives. In so doing, we propose alternative apparatuses for analyzing the gaming literacy practices and …
Other suns
From Individual to Collective Logics of Thriving
The concept of “thriving” in educational policy refers to a loosely defined mix of academic, socioemotional, and civic outcomes associated with youth well-being. In this chapter, we analyze three focus areas in K–12 education—social emotional learning, 21st-century skills, and digital citizenship—and conclude that they are currently built on an individualistic neoliberal paradigm of learning and success. We argue that this paradigm is incommensur…
All hands on deck
This study focuses on family perspectives of school and home-based learning during the early months of the Covid-19 pandemic, revealing both what is lost and gained as a result of families being more intimately involved in the academic training of their children. Through the use of qualitative interviews, researchers found that parents (1) addressed challenges related to virtual learning on their own, (2) actively guided their children’s learning…
One text, two worlds, third space
Expanding digital citizenship education to address tough issues
Teachers need new instructional strategies and systemwide support to educate students about the threats that racism, hyper-partisanship, and disinformation pose to democracy. Nicole Mirra, Sarah McGrew, Joseph Kahne, Antero Godina Garcia, and Brendesha Tynes explore the three major elements of digital citizenship education — safety and civility, media analysis, and student voice — and introduce evidence-based principles that can deepen teaching a…
Platform Studies in Education
In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their us…
Datafication Meets Platformization
In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state…
Thank You to Reviewers
Guns, Schools, and Democracy
This article analyzes how guns emerged as both urgent topics of dialogue and common features of everyday life for 228 students and their teachers in six communities across the United States who participated in the Digital Democratic Dialogue (3D) Project, a year long social design-based experiment aimed at foregrounding youth voice and fostering connection across lines of geographic and ideological difference. We trace the myriad ways that guns l…
I Don't Think Kids Nowadays Feel Like They Have a Lot of Power
This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in "youth voice," t…
Chapter 1
Background This chapter explores player interactions and engagement in tabletop role-playing game settings. Objective Particularly focusing on the intersection of gaming systems, virtual settings, and player interactions, this chapter seeks to explore how implicit systems shape individuals’ experiences and behaviors. Through this focus, the chapter intentionally draws parallels between informal gaming settings and classroom-based interactions. Se…
Digital platforms aren’t mere tools —they’re complex environments
Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, a…
Continuity and Change? Reading Young Adult Literature Through a Technology‐Focused Critical Lens
This article offers a way to leverage young adult literature in guiding students to consider the meanings of continuity and change within their own development. Borrowing theories of change from the evolutionary sciences, we developed a critical lens focusing on the role of technology in young adult literature. Based on a comprehensive review of Michael L. Printz Award and Honor titles and YALSA Teens’ Top Ten books from the past two decades, we …
In Search of the Meaning and Purpose of 21st‐Century Literacy Learning
In response to widespread interest in 21st‐century learning across the educational landscape, the authors explored the extent to which the concept possesses clear definition and coherent meaning within both research discourse and K–12 classroom practice in the United States, particularly with regard to conceptualizations and enactments of literacy. This research review offers descriptive data about the subject areas and grade levels in which 21st…
Futures bound
Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, a
Writing Toward Justice
This article explores how speculative civic literacies can support youth engagement in policy discourse in digital and analog contexts. We broaden the scope of civic literacies by emphasizing core principles of Afrofuturism and participatory culture. Articulating a specific framework for applying these principles to contemporary conceptions of civic literacies, we identify six digital civic literacy practices that may be leveraged in classrooms. …
Glimmers of Care
In this qualitative study, the authors examined how care was enacted, understood, and valued by teachers and students in nine ninth‐grade English language arts classrooms. Following two yearlong cohorts of teachers, the authors explored sociopolitical interpretations of care, specifically focusing on how care was an everyday, political phenomenon in the classrooms. Drawing on observations, teacher and student surveys and interviews, and students’…
Youth voice on climate change
A complex issue at the intersection of science, emotion, and politics, climate change is on the minds of young people across the globe, as evidenced through worldwide climate strikes. This manuscript presents an analysis of letters written by 350 young people across the US during the 2016 Presidential election season. These letters, submitted through a digital platform called “Letters to the Next President,” demanded public attention to climate c…
Toward a teacher solidarity lens
Based on a two-year self-study by a group of early-career scholars of color, we explore and purposefully name our role, within the contemporary context of neoliberal reform, as educational researchers of color who are former K-12 teachers. We capture the insights that emerged from our self-study through a close reading of dominant neoliberal educational reform discourses, particularly through an examination of the writings of Michelle Rhee and We…
Writing Toward Justice
This article explores how speculative civic literacies can support youth engagement in policy discourse in digital and analog contexts. We broaden the scope of civic literacies by emphasizing core principles of Afrofuturism and participatory culture. Articulating a specific framework for applying these principles to contemporary conceptions of civic literacies, we identify six digital civic literacy practices that may be leveraged in classrooms. …
Beyond fake news
A confluence of circumstances in US public life, including the proliferation of digital media outlets, the diminished role of information gatekeepers, and entrenched ideological polarization, have made one of the core competencies of political engagement — staying informed about current events — an increasingly fraught endeavor. Fears about misinformation, bias, and "fake news" have spawned an array of curricular resources aimed at helping educat…
Looking at the Next 20 Years of Multiliteracies
In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in contemporary educational policy and how this work is shaping literacy scholarship and practice today. Luke look…
Gaming Literacies
The author explored the literacy practices in tabletop gaming communities. Focusing on the role of spatiality and materiality in nondigital contexts, this study broadens how literacies research engages with sociocultural analysis of primarily analog settings. Building on experiences in playing the role‐playing game Dungeons & Dragons, the author analyzed how literacies shape the collaborative storytelling and interpretation of complex rules mecha…
When educators attempt to make “community” a part of classroom learning
Guns, Schools, and Democracy
This article analyzes how guns emerged as both urgent topics of dialogue and common features of everyday life for 228 students and their teachers in six communities across the United States who participated in the Digital Democratic Dialogue (3D) Project, a year long social design-based experiment aimed at foregrounding youth voice and fostering connection across lines of geographic and ideological difference. We trace the myriad ways that guns l…
One text, two worlds, third space
Glimmers of Care
In this qualitative study, the authors examined how care was enacted, understood, and valued by teachers and students in nine ninth‐grade English language arts classrooms. Following two yearlong cohorts of teachers, the authors explored sociopolitical interpretations of care, specifically focusing on how care was an everyday, political phenomenon in the classrooms. Drawing on observations, teacher and student surveys and interviews, and students’…
Dear Future President of the United States”
This article investigates the civic writing practices of more than 11,000 students writing letters to the next president in the lead up to the 2016 U.S. election. We analyze how letter topics are associated with socioeconomic factors and reveal that 43 topics—including ones prevalent among students such as immigration, guns, and school costs—were significantly associated with socioeconomic and racial majority indicators. Furthermore, we conducted…
It’s Not Just What Is, It’s Also What Could or Should Be
Changing Literacies and Civic Pathways
Reflecting on how “the very nature of language learning has changed”(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google’s 20% approach, this study explored how mentorship, digital tools, and student interests provide “opportunities [for students] to find their own voices” (NLG, 1996, p. 71). In particular, this article analyzes stu…
When educators attempt to make “community” a part of classroom learning
Toward a teacher solidarity lens
Based on a two-year self-study by a group of early-career scholars of color, we explore and purposefully name our role, within the contemporary context of neoliberal reform, as educational researchers of color who are former K-12 teachers. We capture the insights that emerged from our self-study through a close reading of dominant neoliberal educational reform discourses, particularly through an examination of the writings of Michelle Rhee and We…
Doing Youth Participatory Action Research
Doing Youth Participatory Action Research offers an unprecedented, in-depth exploration of the pragmatics and possibilities of youth-driven research. Drawing upon multiple years of experience engaging youth in rigorous, critical inquiry about the conditions impacting their lives, the authors examine how YPAR encourages the educational community to re-imagine the capabilities of young people and the purposes of teaching, learning, and research its…
Doing Youth Participatory Action Research
Doing Youth Participatory Action Research offers an unprecedented, in-depth exploration of the pragmatics and possibilities of youth-driven research. Drawing upon multiple years of experience engaging youth in rigorous, critical inquiry about the conditions impacting their lives, the authors examine how YPAR encourages the educational community to re-imagine the capabilities of young people and the purposes of teaching, learning, and research its…
Making the Case for Youth and Practitioner Reading, Producing, and Teaching Fanfiction
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Challenging Nonfiction
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Why Challenging Texts? Why Now
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Civic Participation Reimagined
This chapter challenges dominant narratives about the civic disengagement of youth from marginalized communities by reconceptualizing what counts as civic participation in public life and how youth are positioned as civic agents. We examine ideologies that undergird traditional forms of civic education and engagement in the United States and offer an alternative vision of civic life grounded in recognition of systemic inequality and struggle for …
Privilege, Power, and Dungeons & Dragons
This article takes a cultural-historical approach to analyzing how systems shape the assumptions, identities, and experiences of their users. Focusing on how the tabletop role-playing game Dungeons & Dragons is built on a system of play that has grown and shifted over the course of 40 years, this study emphasizes the central role that systems play in mediating the experiences of participants. By focusing on depictions of gender, race, and power i…
Worlds of Inclusion
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
A Literature of Possibilities
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
More Than 1,000 Words
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Transmedia
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Witnessing Race
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Temporal Windows and Historic Mirrors
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Player professional development
Looking at the Next 20 Years of Multiliteracies
In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in contemporary educational policy and how this work is shaping literacy scholarship and practice today. Luke look…
Listening, Literature, and the Sound of Text
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Fitting Into the Franchise
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
The Politics of Reading, Agency, and Participation
This forum reviews high‐interest young adult literature and adult texts. Exploring both print‐based and multimodal works, this column considers all kinds of texts that are encountered by contemporary readers, considering how the texts challenge and are challenged by readers
Changing Literacies and Civic Pathways
Reflecting on how “the very nature of language learning has changed”(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google’s 20% approach, this study explored how mentorship, digital tools, and student interests provide “opportunities [for students] to find their own voices” (NLG, 1996, p. 71). In particular, this article analyzes stu…
This Issue
Thank You to Guest Reviewers
“Electric Word Life”
In this essay, I offer methodological considerations for justice-oriented qualitative research. Particularly within the context of Trumpism within the U.S. and rising threats to historically marginalized communities globally, this essay explores how research for equity-driven scholarship must attend to frequently invisible sociopolitical learning. Specifically, I illustrate how three elements of research—often taken up separately—comprise element…
“I Hesitate but I Do Have Hope”
In this essay, Nicole Mirra and Antero Garcia explore how young people from six demographically distinct communities across the United States understand the social and political issues affecting their lives, engage in storytelling and dialogue across differences, and collaboratively imagine humanizing and hopeful civic futures. Drawing from critical race perspectives on democracy and civic education, and with an expansive vision of the nature and…
Sociology (45 obras) · Pedagogy (42 obras) · Psychology (37 obras) · Mathematics education (23 obras) · Political science (22 obras) · Computer Science (21 obras) · Literacy, Media, and Education (15 obras) · Linguistics (13 obras) · Literacy (13 obras) · Politics (13 obras)