Antero Garcia

Stanford University, Graduate School of Education, Faculty Member

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Antero Garcia is an Associate Professor in the Graduate School of Education at Stanford University. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles.

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6 Books
182 Papers

Papers by Antero Garcia

This Issue

Theory Into Practice, Dec 8, 2017

The changing technological and organizational shape of working life provides some with access to ... more The changing technological and organizational shape of working life provides some with access to lifestyles of unprecedented affluence, while excluding others in ways that are increasingly related to the outcomes of education and training. It may well be that we have to rethink what we are teaching, and, in particular, what new learning needs literacy pedagogy might now address. (New London Group, 1996, p. 61) Two decades ago, a collection of 10 researchers calling themselves the New London Group (1996) published the now foundational literacies article, “A Pedagogy of Multiliteracies: Designing Social Futures.” Ushering in the concept of multiliteracies, the New London Group’s scholarship reshaped the landscape of literacy research and today continues to be a significant frame for how scholars and practitioners understand literacies in a digital and globalized society. At the heart of the New London Group’s (1996) work is an emphasis on the confluence of linguistic diversity in the fluid patterns of human migration in today’s globalized society and the perpetually advancing digital tools for multimodal communication. These two interrelated aspects of how literacies are transforming in school and society, alike highlight the role that capitalism, technology, and globalization play in continually reshaping the humanizing pedagogical demands in classrooms and literacies research today. Considering the many changes that have redefined modern living in today’s postindustrial societies, this issue highlights the key ways that multiliteracies are changing and the challenges of designing new possibilities for classroom pedagogies. Though the work of the New London Group (1996) was initially of interest to literacy scholars, the model of multiliteracies that they describe continues to impact numerous educational disciplines. Because the 1996 publication was an intentionally future-facing agenda, the original New London Group manuscript described contexts of technology and society that were largely speculative 2 decades ago. For researchers of educational technology, pedagogy, teacher education, school design, learning sciences, and sociocultural contexts of education, multiliteracies has not-so-subtly shifted the landscape of how and what is researched in schools today. This issue of Theory Into Practice explores the impact of multiliteracies in today’s learning landscape. It is framed by two conversations with three authors of the original article. First, we open with Bill Cope and Mary Kalantzis’s dialogue with Anna Smith, sharing the impetus for the New London Group and exploring the interconnectedness of multimodal communication, diversity, and pedagogy. And we end, in much the way we begin, with our discussion with Allan Luke, who underscores the importance the pedagogical approach described in the original document as a way to rebuild our fractured global community. In the pages between these two conversations, current researchers share the ways they—and teachers—have taken up the challenge presented by the New London Group, as well as how they Theory Into Practice, 57:1–4, 2018 Copyright © The College of Education and Human Ecology, The Ohio State University ISSN: 0040-5841 print/1543-0421 online DOI: https://doi.org/10.1080/00405841.2017.1411721

Personalizing Teacher Professional Development through Connected Learning

Reading Unease: Just Who, Exactly, Is Young Adult Literature Made For?

The Potential of Participatory Literacies to Challenge Digital (Civic) Divides

All through the Town

Forerunners, 2023

Other suns: Designing for racial equity through speculative education

The Journal of the Learning Sciences, 2023

Illuminating the Call: Quilting the Way to Freedom: Flexibility in the Middle School Classroom

Voices from the middle, Mar 1, 2022

With Great Power Comes Great Pedagogy: Teaching, Learning, and Comics

A Literature of Possibilities: Games, Agency, and Redefining Texts

Journal of Adolescent & Adult Literacy, Oct 27, 2017

laying games-both tabletop games and current video games-is about reading a space and coproducing... more laying games-both tabletop games and current video games-is about reading a space and coproducing a coherent narrative. Even seemingly abstract games like Tetris and Mancala are about reading the information constantly changing on a screen or in a physical environment alongside other players and the authors and producers of a game's system of rules, layout, and constraints. As textual category, gaming challenges what counts as text for readers and for literacies instructors. Looking at the indie-produced video game Inside, College of William & Mary assistant professor Lindy L. Johnson and English language arts teacher Elizabeth DeBoeser emphasize the visual, sonic, and puzzle-based aesthetic of navigating a young boy through a perilous and unforgiving world. As they describe the palette on which readers co-construct a narrative, Johnson and DeBoeser highlight that the experience of Inside is interpreted by players "visually, first and foremost." Reading, as the two explain, is both multimodal and intentionally sensorily encompassing. In contrast, a tabletop role-playing game, aside from some accoutrements such as dice, paper, and rule books, is constructed almost entirely within the minds of players. Although players riffle through books of rules and setting schemata to mediate their play, the text of the game is built through talk and collaboration. Katrina Kennett of the University of Illinois at Urbana-Champaign highlights how the nature of rules and collaboration can decenter traditional power structures in games. Indie games, created without the financial support of a large company, whether for digital systems or for analog play, can highlight historically marginalized authorship, as Kennett's review of the queer role-playing game Monsterhearts explores. Uniting both digital and tabletop games is the fact that no single reading or text is ever the same; the context of reading shifts with each twitch of a player's thumb or roll of the dice. In reviewing the possibilities of games as texts, Kennett, Johnson, and DeBoeser offer descriptions of how games curate specific kinds of experiences. However, a young person's participation with Monsterhearts, Inside, or any other game will create entirely new texts. Games function as texts that center reader agency and liberatory power. Rather than fol-

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Networked Teens and YA Literature: Gossip, Identity, and What Really #matters

The Alan Review, Jun 15, 2016

format_quoteCivic engagement through social networks is underdeveloped in YA literature, despite portraying moral dilemmas in characters' choices.format_quote

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Our House Could Be a Very, Very, Very Fine House

Routledge eBooks, Dec 6, 2017

Pedagogies of Complicity: Perspective Taking and Healing

English Journal

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All hands on deck: exploring how Latinx families in California supported child learning during the initial Covid-19 shutdown

Journal of Family Studies

Bus riding leitmotifs: making multimodal meaning with elementary youth on a public school bus

English Teaching: Practice & Critique

Purpose This study explores student sensemaking based on the creation and interpretation of sound... more Purpose This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space. Design/methodology/approach As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus. Findings Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself. Research limitations/implications Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic int...

One text, two worlds, third space: Design principles for bridging the two-worlds divide in teacher education

Teaching and Teacher Education

Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts

English Teaching: Practice & Critique

Purpose This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented ... more Purpose This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the first time. Design/methodology/approach The authors interviewed 10 ninth-grade ELA teachers in three schools after their first year enacting PBL. Initial codes were developed deductively from the interview questions and others emerged from the data. The authors also used memos to contextualize the interviews and triangulate findings. Findings Teachers described embracing new, expansive approaches to teaching ELA as they shifted from focusing on skills to big questions, and from literary analysis to “real-world” writing and assessment. These data illuminated three tensions around “traditional” versus PBL approaches to ELA: What counts as ELA? What counts as student success? And is PBL for everyone? Originality/value Few studies have explored teacher perceptions of PBL in secondary ELA classrooms. This ...

Platform Studies in Education

Harvard Educational Review

In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols an... more In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their users to competing social, technical, and political-economic imperatives. It also highlights connections to related education research that demonstrates the impact of these conflicting imperatives for equitable student learning, teacher education, and policy making. The authors conclude by reflecting on the critical interventions that greater attention to platform relations in education might offer and the forms of coalitional work, across disciplinary and geographic borders, needed to realize these potentials.

Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning

Harvard Educational Review

In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiu... more In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state, and classroom-level assessments but also produced through the platform technologies that increasingly support all kinds of school operations. While much has been written about the promise of such technologies for schools, less is known about the role digital platforms play in constituting this data and how the platforms can be critically engaged to build knowledge and understanding of datafication processes in classrooms. This article explores these dynamics through three vignettes that investigate platforms as an interface for teaching an...

“I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project

Journal of Teacher Education

This study investigates teacher participation in a national online youth civic letter writing pro... more This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in “youth voice,” teachers enacted the civic letter writing project through instructional activities that included (a) choice of topic, (b) publication, (c) reading letters from other youth, (d) research, (e) peer dialogue, and (f) connections beyond the Letters project. While beliefs appeared widely shared, divergence in learning goals and enactments led to distinct learning opportunities for students. With minimal research exploring the role of teachers in student civics learning, this study provides new insights to guide teacher preparation and ongoing teac...

Interlude: Reﬂ ecting on the Council’s Pedagogy

Routledge, Oct 23, 2015

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