H. Gerald Campano


Literacy, Culture, and International Education Division

Graduate School of Education
University of Pennsylvania

Phone: 215-573-9611

Email: campano@upenn.edu

Professional Biography

Dr. H. Gerald Campano is a Professor and Chair of the Reading/Writing/Literacy Division at University of Pennsylvania Graduate School of Education. He is the current convener of Practitioner Inquiry Day at Penn’s Ethnography in Education Forum, which emerged as a response to a growing interest in teachers’ involvement in critical action and participatory research. Participants include K-12 teachers, college and university scholars, and community members who share a commitment to expanding educational research to include a wider variety of voices and ideas.

Throughout his career, Dr. Campano has been committed to creating opportunities for students to mobilize their identities and cultural resources in the literacy curriculum. He previously worked as a full-time classroom teacher in Texas, Puerto Rico, and California, and with adult English Language Learners in Philadelphia. Dr. Campano serves on the editorial board for the Journal of Literacy Research, Research in the Teaching of English, Educational Researcher, Equity and Excellence in Education, and Literacy in Composition Studies.

Dr. Campano has earned numerous teaching awards at the elementary and university level, and has over 50 academic publications. He is a Carnegie Scholar and recipient of the David H. Russell Award for Distinguished Research from the National Council for the Teachers of English for his book Immigrant Students and Literacy: Reading, Writing, and Remembering, and received the Phi Delta Kappa Award for an Outstanding Dissertation in 2004.

Research Interests and Current Projects

Dr. Campano’s current project, a six-year research partnership with a multiethnic, multilingual Catholic parish and its school and community center, explores how universities can foster sustained and ethical collaborations with community-based organizations, with particular emphasis on faith-based centers. The study examines the literacy practices and discourses employed when individuals negotiate social, cultural, linguistic, and institutional boundaries that promote educational justice and immigrant rights. Dr. Campano argues that one powerful way universities might cultivate equitable community relationships is through democratizing research processes to include the knowledge and questions of students, teachers, families, and school and neighborhood leaders.  

Dr. Campano has been invited to present his research at a number of venues. He has been a keynote speaker at institutions such as Stanford University, The Ohio State University, Brown University, University of Toronto-OISE, University of New Hampshire, American University, and University of Missouri, and for professional organizations such as the Association for Teacher Education, the National Council for the Teachers of English, and the Institute for Learning. 

"In Immigrant Students and Literacy, Campano has written about important and contentious topics such as accountability, language and literacy curriculum highly attuned to refugee experiences, the problematic nature of 'best practices' and 'research-based,' and teaching as ethical practice. Campano's writing on these weighty topics has benefited from a light – better, a poetic – hand, producing a graceful, accessible and moving text." – NCTE Press Release regarding the David H. Russell Award

Recent and Selected Publications

Campano, G., Ghiso, M. P., Rusoja, A., Player, G., & Schwab, E. (in press). “Education without boundaries”: Literacy pedagogies and human rights. Language Arts [Research and Policy Directions; Editorial review] 

Ghiso, M. P., Campano, G., Player, G., & Rusoja, A. (2016). Dialogic teaching and multilingual counterpublics. L1-Educational Studies in Language and Literature, 16, 1–26. [Special Issue on International Perspectives on Dialogic Theory and Practice] 

Campano, G., Ghiso, M. P., & Welch, B. (2016). Partnering with immigrant communities: Action through literacy. New York, NY: Teachers College Press.

Simon, R., & Campano, G. (2015). Hermeneutics of literacy pedagogy. Handbook of literacy studies (pp. 472-486). New York, NY. Routledge.

Campano, G., Ngo, L., & Player, G. (2015). Researching from buried experiences: Collaborative inquiry with Asian American youth. LEARNingLandscapes, 8(2), 77–94.

Campano, G., Ngo, L., Low, D. E., & Jacobs, K. B. (2015). Young children demystifying and remaking the university through critical play. Journal of Early Childhood Literacy. Published online first, April 7, 2015, doi: 10.1177/1468798415577875.

Campano, G., Ghiso, M. P., & Welch, B. (2015). Ethical and professional norms in community-based research. Harvard Educational Review, 85(1), 29–49. 

Campano, G. (2013). Literacy in/for action: Prefigurative pedagogies and collective knowledge projects. Journal of Literacy and Composition Studies, 1(2), 78–85. 

Campano, G., Ghiso, M. P., & Sánchez, L. (2013). “No one knows the…amount of a person”: Elementary students critiquing dehumanization through organic critical literacies. Research in the Teaching of English, 48(1), 98–125. 

Simon, R., & Campano, G. (2013). Activist literacies: Teacher research as resistance to the “normal curve.” Journal of Language and Literacy Education, 9(1), 21–39.

Ghiso, M. P. & Campano, G. (2013).  Examining language ideologies in multilingual children’s literature. Bookbird, 51(3), 47–55. 

Ghiso, M. P., & Campano, G. (2013). Coloniality in education: Negotiating discourses of immigration in schools and communities through border thinking. Equity and Excellence in Education, 46(2), 252–269.

Campano, G., Ghiso, M. P., Yee, M., & Pantoja, A. (2013). Toward community research and coalitional literacy practices for educational justice. Language Arts, 90(5), 314–326.

Ghiso, M. P., Campano, G., & Hall, T. (2012). Braided histories and experiences in literature for children and adolescents. Journal of Children’s Literature, 38(2), 14–22.

Simon, R., Campano, G., Broderick, D., & Pantoja, A. (2012). Activist methodologies: Theorizing literacy from practice.  Special issue on research methodologies, English: Practice and Critique, 11(2), 5–24.

Campano, G., & Ghiso, M. P. (2011). Immigrant students as cosmopolitan intellectuals. In S. Wolf, P. Coates, P. Enciso, & C. Jenkins (Eds.), Handbook on research on children’s and young adult literature (pp. 164–176). Mahwah, NJ: Lawrence Erlbaum.

Campano, G., Honeyford, M., Sánchez, L., & Vander Zanden, S. (2010). Ends in themselves: Theorizing the practice of university-school partnering through horizontalism. Language Arts, 87(4), 277–286.

Beach, R., Campano, G., Edminston, B., & Borgmann, M. (2010). Literacy tools in the classroom: Teaching through critical inquiry. New York, NY: Teachers College Press.

Campano, G. (2009). Teacher research as a collective struggle for humanizaiton. In M. Cochran-Smith & L. Lytle (Eds.), Inquiry as stance: Practitioner research for the next generation. (pp. 347-381). New York, NY: Teachers College Press. 

Vasudevan, L., & Campano, G. (2009). The social production of risk and the promise of adolescent literacies. Review of Research in Education, 33(1), 310–353. 

Campano, G. (2007, October). Honoring student stories. Educational Leadership, 65(2), 48–54.

Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York, NY: Teachers College Press.

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.

Damico, J. S., Campano, G., & Harste, J. (2007). From contexts to contextualizing and re-contextualizing: The work of teaching. In L. Rush, A. Berger, & J. Eakle (Eds.), Secondary school reading and writing: What research reveals for classroom practices (pp. 203–216). Urbana, IL: National Council of Teachers of English.