H. Gerald Campano

Associate Professor
Chair, Reading/Writing/Literacy Division

Graduate School of Education
University of Pennsylvania

Phone: 215-573-9611

Email: campano@gse.upenn.edu

Professional Biography

Dr. Campano is Associate Professor and Chair of the Reading/Writing/Literacy Division at University of Pennsylvania’s Graduate School of Education. He has previously worked as a full-time classroom teacher in Texas, Puerto Rico, and California, and with adult English Language Learners in Philadelphia. 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 the 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.

Throughout his scholarship and teaching, Dr. Campano has been committed to creating opportunities for students to mobilize their identities and rich cultural resources in the literacy curriculum. In his current project—a now five-year research partnership with a multiethnic, multilingual Catholic parish and its school and community center—he seeks to explore questions such as the following:

  • How can universities foster sustained and ethical collaborations with community-based organizations?
  • In a period of increasing economic and social precarity, how do community members organize to provide resources and educational opportunities for their families?
  • What role might faith-based centers play in such efforts?
  • What literacy practices and discourses are employed when individuals negotiate social, cultural, linguistic, and institutional boundaries to enact a shared vision of educational justice and immigrant rights?

Dr. Campano has been invited to present his research at a number of venues, including Stanford University, The Ohio State University, Brown University, University of Wisconsin, Arizona State University, University of Toronto-OISE, University of New Hampshire, American University, and University of Missouri. He has given keynotes for professional organizations such as the Association for Teacher Education and the National Council for the Teachers of English. He serves on the editorial boards of Research in the Teaching of English, Educational Researcher, Language Arts, and Literacy and Composition Studies.

"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


Campano, G., Ghiso, M. P., & Welch, B. (under contract). Immigrant families and literacies: Collaborative research and advocacy in a diverse faith community. New York, NY: Teachers College Press.

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

Recent and Selected Publications

Campano, G., Ghiso, M. P., & Welch, B. (forthcoming). Ethical and professional norms in community-based research. Harvard Educational Review.

Simon, R. & Campano, G. (forthcoming, 2014). Hermeneutics of literacy pedagogy. Handbook of Literacy Studies. New York, NY: Routledge.

Campano, G., Jacobs, K., & Ngo, L. (forthcoming, 2014). A critical orientation to literacy assessment: Learning from others through a stance of solidarity. In J. Brass & A. Webb (Eds.), Teaching the English language arts methods course: Contemporary theories and practices. New York, NY: Routledge.

Sanchez, L., Campano, G., & Hall, T. (2014) “I’m still holdin’ on”: The gospel impulse as a literate resource in an all-boys public elementary school. In N. Witherspoon, M. Brooks, & B. M. Arnold (Eds.), Critical perspectives of Black education: Spirituality, religion, and social justice. Charlotte, NC: Information Age Publishing.

Hall, T., & Campano, G. (2014). Some thoughts on a “Beloved Community”: Response to Jones & Rainville. Reading Writing Quarterly, 30(3), 288-292.

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. 

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. (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.

Ghiso, M. P., Campano, G., & Simon, R. (2013). Grassroots inquiry: Reconsidering the location of innovation. Language Arts, 91(2), 105-112.

Ghiso, M. P., Spencer, T., Ngo, L. & Campano, G. (2013). Critical inquiry into literacy teacher education: Accounting for students. In C. Kosnik, R. Simon, P. Williamson, J. Rowsell, & C. Beck (Eds.). Literacy teacher educators: Preparing teachers for a changing world (pp. 51-64) Rotterdam, The Netherlands: Sense Publishers.

*Low, D., & Campano, G. (2013). The image becomes the weapon: New literacies and canonical legacies. Voices from the Middle.

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., & Hall, T. (2012). Braided histories and experiences in literature for children and adolescents. Journal of Children’s Literature, 38(2), 14-22.

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. 

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. (2009). Teacher research as a collective struggle for humanization. In M. Cochran-Smith & S. Lytle (Eds.), Inquiry as stance: Practitioner research in the next generation (pp. 326-341). New York, NY: Teachers College Press. 

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

Medina, C., & Campano, G. (2006). Performing identities through drama and teatro practices in multilingual classrooms. Language Arts, 84(4), 332-341.