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.