H. Gerald Campano
Graduate Group Affiliations
Education:
B.A. (English)
Cornell University, 1991.
Ph.D. (Reading/Writing/Literacy)
University of Pennsylvania, 2003.
Permanent linkB.A. (English)
Cornell University, 1991.
Ph.D. (Reading/Writing/Literacy)
University of Pennsylvania, 2003.
Description of Research Expertise
Areas of Expertise
Immigrant identities in the contexts of schooling
K-8 literacies
Practitioner research
School-university partnerships
Urban education
Professional Biography
Gerald Campano was a full-time classroom teacher in Houston, Puerto Rico, and California and has worked with adult English language learners in North Philadelphia. He has garnered numerous teaching awards at the elementary and university level. Dr. Campano is a Carnegie Scholar and the recipient of the David H. Russell Award for Distinguished Research in the Teaching of English from NCTE. Throughout his scholarship and teaching, he has been committed to creating opportunities for students to mobilize their identities and rich cultural resources in the elementary literacy curriculum. Dr. Campano’s recent work has involved collaborating in university-school partnerships that focus on literacy, engagement, and equity.
Selected Publications
Campano, G., & Ghiso, M.P.: Immigrant students as cosmopolitan intellectuals. Handbook on research on children’s and young adult literature. P. Coates, P. Enciso, C. Jenkins, & S. Wolf (eds.). Lawrence Erlbaum, (in press).Campano, G., & Sanchez, L.: Embodying socially just policy in practice. Change matters: Qualitative research perspectives for moving social justice theory to policy (working title). sj Miller & D. Kirkland (eds.). Peter Lang, (in press).
Campano, G., & Simon, R.: Practitioner research as resistance to the normal curve. Deconstructing the normal curve and reconstructing education for students with disabilities (working title). C. Dudley-Marling & A. Gurn (eds.). Peter Lang, (in press).
Campano, G., Honeyford, M., Sanchez, L., & Vander Zanden, S.: Ends in themselves: Theorizing the practice of university-school partnering through horizontalism. Language Arts 87(4): 277-286, 2010.
Beach, R., Campano, G., Edminston, B., & Borgmann, M.: Literacy tools in the classroom: Teaching through critical inquiry. Teachers College Press, 2010 Notes: (Co-distributed by the National Writing Project.).
Campano, G.: Teacher research as a collective struggle for humanization. Inquiry as stance. M. Cochran-Smith & S. Lytle (eds.). Teachers College Press, Page: 326-341, 2009.
Campano, G.: Honoring student stories. Educational Leadership 65(2): 48-54, October 2007 Notes: Selected for inclusion in a new ASCD e-book entitled Supporting the Whole Child: Reflections on Best Practices in Learning, Teaching, and Leadership, the third in a series of Whole Child e-books.
Campano, G.: Immigrant students and literacy: Reading, writing, and remembering. Teachers College Press, 2007.
Campano, G., & Damico, J.S.: Doing the work of social theorists: Children enacting epistemic privilege as literacy learners and teachers. Literacy as political action and social change. M. Blackburn & C. Clark (eds.). Peter Lang, Page: 219-233, 2007.
Medina, C., & Campano, G.: Performing identities through drama and teatro practices in multilingual classrooms. Language Arts 84(4): 332-341, 2006.