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.