Gerald Campano was a full-time classroom teacher in Houston, Puerto Rico, and California's Central Valley and has worked with adult English language learners in North Philadelphia. He is currently an Associate Professor at Indiana University, Bloomington. His research interests and publications address (im)migrant identities in the contexts of schooling, urban education, Filipina American studies, and practitioner research. Throughout his work, he has been committed to creating opportunities for students to mobilize their identities and rich cultural resources in the elementary literacy curriculum. Gerald is a Carnegie Scholar and the author of Immigrant Students and Literacy: Reading, Writing, and Remembering. He is currently participating in an inquiry community of urban teacher researchers in Gary, Indiana.
Selected Publications:
Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York: Teachers College Press.
Campano, G., & Simon, R. (in press). Teacher research as resistance to the normal curve. To be published in Dudley-Marling, C., & Gurn, A. (Eds.), Deconstructing the Normal Curve and Reconstructing the Education for Students with Disabilities (provisional title).New York: Peter Lang.
Beach, R., Campano, G., Borgmann, M., & Edminston, B. (under contract). Literacy tools for critical inquiry (provisional title). New York: Teachers College Press.
Campano, G., Honeyford, M., Sanchez, L. & Vander Zanden, S. (in press) Ends in themselves: The methodological implications of fostering horizontalism in university-school partnerships
Campano, G., & Ghiso, M. (in press). Viewing immigrant students as cosmopolitan intellectuals. To be published in P. Coates, P. Enciso, C. Jenkins, & S. Wolf (Eds.), Handbook on research on children’s and young adult literature. Mahwah, NJ: Lawrence Erlbaum.
Campano, G. (2009). Teacher research as a collective struggle for humanization. Published in M. Cochran-Smith & S. Lytle (Eds.), Inquiry as stance. New York: Teachers College Press.
Vasudevan, L., & Campano, G. (2009). The social production of risk and the promise of adolescent literacies. To be published in The American Educational Research Association’s review of research in education, v.33. Mahwah, NJ: Lawrence Erlbaum.
Campano, G. (October, 2007). Honoring student stories. Educational Leadership, 65(2), 48-54.
Hines, M. B., Conner, J., Campano, G., Damico, J., Enoch, M., & Nam, D. (2007). National mandates and statewide enactments: Inquiry in/to large-scale reform. English Teaching: Practice and Critique, 6(3), 76-91
Damico, J. S., Campano, G., & Harste, J. (2008). Transactional and critical theory and reading comprehension. In S. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 177-188). Mahwah, NJ: Lawrence Erlbaum.
Campano, G., & Damico, J. S. (2007). Doing the work of social theorists: Children enacting epistemic privilege as literacy learners and teachers. In M. Blackburn & C. Clark (Eds.), Literacy as political action and social change (pp. 219-233). New York: Peter Lang.
Medina, C., & Campano, G. (2006). Performing identities through drama and teatro practices in multilingual classrooms.Language Arts, 84(4), 332-341.