Bio


Antero studies how technology and gaming shape youth learning, literacy practices, and civic identities. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His two most recent research studies explore learning and literacies in tabletop roleplaying games like Dungeons & Dragons and how participatory culture shifts classroom relationships and instruction. Based on his research, Antero co-designed the Critical Design and Gaming School--a public high school in South Central Los Angeles. Antero’s research has appeared in numerous journals including The Harvard Educational Review, Teachers College Record, and Teaching and Teacher Education. His most recent book--Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School—is an ethnographic look at technology and gaming in an urban high school. Some of his other books explore critical research methodologies (Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students--with Nicole Mirra and Ernest Morrell), techniques for shifting English language arts pedagogy (Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction with Cindy O'Donnell-Allen), and changes in the consumption of young adult literature (Critical Foundations in Young Adult Literature: Challenging Genres). Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.

Academic Appointments


Administrative Appointments


  • Assistant Professor, Stanford Graduate School of Education (2017 - Present)

Professional Education


  • BA, University of California, Los Angeles, English (2004)
  • MEd, University of California, Los Angeles (2006)
  • PhD, University of California, Los Angeles, Education-Urban School (2012)

Research Interests


  • Civic Education
  • Literacy and Language
  • Secondary Education
  • Teachers and Teaching
  • Technology and Education

Current Research and Scholarly Interests


Antero's current research focuses on learning practices in gaming communities; critical literacies and civic identities in ELA classrooms; youth participatory action research; and sociocultural approaches to care and healing in classrooms.

2019-20 Courses


Stanford Advisees


  • Doctoral Dissertation Reader (AC)
    Paolo Martin, Suki Mozenter, Chris Proctor, Kathleen (Katie) Remington, Kathryn Ribay
  • Master's Program Advisor
    Angel Altamirano Jr., Shaan Asif
  • Doctoral (Program)
    AJ Alvero, Maxwell Bigman, Jorge Garcia, Stephanie Robillard, Miroslav Suzara

All Publications


  • Gaming Literacies: Spatiality, Materiality, and Analog Learning in a Digital Age READING RESEARCH QUARTERLY Garcia, A. 2020; 55 (1): 9–27

    View details for DOI 10.1002/rrq.260

    View details for Web of Science ID 000505297100002

  • Civic Writing on Digital Walls JOURNAL OF LITERACY RESEARCH Kalir, J. H., Garcia, A. 2019; 51 (4): 420–43
  • Centering Analog Literacy in an Era of Digital Harm RESEARCH IN THE TEACHING OF ENGLISH Garcia, A. 2019; 54 (2): 192–94
  • "Dear Future President of the United States": Analyzing Youth Civic Writing Within the 2016 Letters to the Next President Project AMERICAN EDUCATIONAL RESEARCH JOURNAL Garcia, A., Levinson, A., Gargroetzi, E. 2019
  • Reading YA with ' Dark Brown Skin ': Race, Community, and Rue's Uprising ALAN Review Garcia, A., Haddix, M. Submitted
  • A Call for Healing Teachers: Loss, Ideological Unraveling, and the Healing Gap* SCHOOLS-STUDIES IN EDUCATION Garcia, A. 2019; 16 (1): 64–83

    View details for DOI 10.1086/702839

    View details for Web of Science ID 000466385200005

  • "Signifying Nothing": Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress' Reading Framework BERKELEY REVIEW OF EDUCATION Garcia, A., Mirra, N. 2019; 8 (2): 195–223

    View details for DOI 10.5070/B88235831

    View details for Web of Science ID 000475884600004

  • Invisible Potential: The Social Contexts of Technology in Three 9th-Grade ELA Classrooms RESEARCH IN THE TEACHING OF ENGLISH Garcia, A., Stamatis, K., Kelly, M. 2018; 52 (4): 404–26
  • The Politics of Reading, Agency, and Participation JOURNAL OF ADOLESCENT & ADULT LITERACY Garcia, A., Christensen, L. 2018; 61 (6): 701–3

    View details for DOI 10.1002/jaal.746

    View details for Web of Science ID 000430810300014

  • Fitting Into the Franchise: Texts, World Building, and the Possibilities of Creative Expansion JOURNAL OF ADOLESCENT & ADULT LITERACY Garcia, A. 2018; 61 (5): 585–88

    View details for DOI 10.1002/jaal.722

    View details for Web of Science ID 000426067800014

  • Listening, Literature, and the Sound of Text JOURNAL OF ADOLESCENT & ADULT LITERACY Garcia, A. 2018; 61 (4): 465–68

    View details for DOI 10.1002/jaal.709

    View details for Web of Science ID 000431036900014

  • Smoldering in the darkness: contextualizing learning, technology, and politics under the weight of ongoing fear and nationalism LEARNING MEDIA AND TECHNOLOGY Garcia, A., Philip, T. M. 2018; 43 (4): 339–44
  • SCHOOLS FOR COMMUNITY ACTION Public School Design As a Revolutionary Act POWER, EQUITY, AND (RE)DESIGN: BRIDGING LEARNING AND CRITICAL THEORIES IN LEARNING ECOLOGIES FOR YOUTH Garcia, A., Gomez, M., Briggs, K., Mendoza, E., Kirshner, B., Gutierrez, K. D. 2018: 131–47
  • "DUDE UR GUNNA BE A GREAT TEACHER YO": Cultivating Diverse Englishes Through Chatroom Discussions Between Preservice Teachers and Urban High School Youth READING & WRITING QUARTERLY Garcia, A., Seglem, R. 2018; 34 (4): 291–305
  • Looking at the Next 20 Years of Multiliteracies: A Discussion with Allan Luke THEORY INTO PRACTICE Garcia, A., Luke, A., Seglem, R. 2018; 57 (1): 72–78
  • Changing Literacies and Civic Pathways: Multiliteracies in Inquiry-Driven Classrooms THEORY INTO PRACTICE Seglem, R., Garcia, A. 2018; 57 (1): 56–63
  • Worlds of Inclusion: Challenging Reading, Writing, and Publishing Science Fiction- and Fantasy-Based Young Adult Literature JOURNAL OF ADOLESCENT & ADULT LITERACY Garcia, A. 2017; 61 (2): 221–24

    View details for DOI 10.1002/jaal.676

    View details for Web of Science ID 000408944000014

  • Player professional development: A case study of teacher resiliency within a community of practice TEACHING AND TEACHER EDUCATION Garcia, A., Gomez, M. 2017; 66: 349–59
  • Transmedia: Redefining Where and How Stories Are Told JOURNAL OF ADOLESCENT & ADULT LITERACY Garcia, A. 2017; 60 (6): 715–17

    View details for DOI 10.1002/jaal.639

    View details for Web of Science ID 000400382900014

  • Alternate Reality Games and the Cusp of Digital Gameplay Introduction ALTERNATE REALITY GAMES AND THE CUSP OF DIGITAL GAMEPLAY Garcia, A., Niemeyer, G., Garcia, A., Niemeyer, G. 2017; 5: 1–26
  • Privilege, Power, and Dungeons & Dragons: How Systems Shape Racial and Gender Identities in Tabletop Role-Playing Games MIND CULTURE AND ACTIVITY Garcia, A. 2017; 24 (3): 232–46
  • Alternate Reality Games and the Cusp of Digital Gameplay Conclusion ALTERNATE REALITY GAMES AND THE CUSP OF DIGITAL GAMEPLAY Garcia, A., Niemeyer, G., Garcia, A., Niemeyer, G. 2017; 5: 311–22
  • Privilege, Power, and Dungeons & Dragons: How Systems Shape Racial and Gender Identities in Tabletop Role-Playing Games Mind, Culture, and Activity Garcia, A. 2017; 24 (3): 232-246
  • Alternate reality games and the cusp of digital gameplay Garcia, A., Niemeyer, G. Bloomsbury Publishing USA. 2017
  • Wobbling With Writing: Challenging Existing Paradigms of Secondary Writing Instruction and Finding New Possibilities Literacy Research: Theory, Method, and Practice Garcia, A., O’Donnell-Allen, C. 2016; 65 (1): 348-364
  • The council of youth research: Critical literacy and civic agency in the digital age Reading & Writing Quarterly Garcia, A., Mirra, N., Morrell, E., Martinez, A., Scorza, D. 2015; 31 (2): 151-167
  • Revolutionizing inquiry in urban English classrooms: Pursuing voice and justice through youth participatory action research English Journal Mirra, N., Filipiak, D., Garcia, A. 2015: 49-57
  • Pose, wobble, flow: A culturally proactive approach to literacy instruction Garcia, A., O'Donnell-Allen, C. Teachers College Press. 2015
  • Teaching in the connected learning classroom Irvine, CA: Digital Media and Learning Research Hub Garcia, A., Cantrill, C., Filipiak, D., Hunt, B., Lee, C., Mirra, N., O’Donnell-Allen, C., Peppler, K. 2014
  • Critical foundations in young adult literature: Challenging genres Garcia, A. Sense Publishers. 2013