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Antero Garcia

Antero Garcia
Antero Garcia
Academic Title 
Assistant Professor
Contact Information
Program Affiliations 
CTE: Literacy, Language, and English Education
CTE: Teacher Education
Learning Sciences and Technology Design (LSTD)
Race, Inequality, and Language in Education (RILE)

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.

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.

PhD (Education-Urban School), University of California, Los Angeles, 2012

MEd, University of California, Los Angeles, 2006

BA (English), University of California, Los Angeles, 2004


Garcia, A., Witte, S., Dail, J. (Eds.) (Under contract). Playing in the Classroom: Games, Literacies, and Youth Culture in the 21st Century. Rotterdam: Sense.

Garcia, A. (2017). Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School. Cambridge: MIT Press.

Garcia, A. & Niemeyer, G. (Eds.) (2017). Virtual, Visible, and Viable: Alternate Reality Games and the Cusp of Digital Gameplay. New York: Bloomsbury.

Mirra, N., Garcia, A., Morrell, E. (2016). Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students. New York: Routledge.

Garcia, A. & O’Donnell-Allen, C. (2015). Pose/Wobble/Flow: A Culturally Proactive Approach to Literacy Instruction. New York: Teachers College Press.

Garcia, A. (Ed.). (2014). Teaching in the Connected Learning Classroom. Irvine, CA: Digital Media and Learning Research Hub.

Garcia, A. (2013). Critical Foundations in Young Adult Literature: Challenging Genres. Rotterdam: Sense.

Recent Journal Articles

Mirra, N. & Garcia, A. (2017). Re-Imagining Civic Participation: Youth Interrogating and Innovating in the Multimodal Public Sphere. Review of Research in Education.

Garcia, A. (2017). Privilege, Power, and Dungeons & Dragons: How Systems Shape Racial and Gender Identities in Tabletop Role-Playing Games. Mind, Culture, and Activity, DOI: 10.1080/10749039.2017.1293691.

Garcia, A. & O’Donnell-Allen, C. (2016). Wobbling with Writing: Challenging Existing Paradigms of Secondary Writing Instruction and Finding New Possibilities. Literacy Research: Theory, Method, Practice, 65(1), 348-364.

Garcia, A. (2016). Networked teens and YA literature: Gossip, identity, and what really #matters. The ALAN Review.

Mirra, N., Filipiak, D., & Garcia, A. (2015). Revolutionizing inquiry in urban English classrooms: Pursuing voice and justice through youth participatory action research. English Journal, 105(2), 49-57.

Garcia, A. & Haddix, M. (2015). Reading YA with “Dark Brown Skin”: Race, community, and Rue’s uprising. The ALAN Review, 42(2), 37-44.

Seglem, R. & Garcia, A. (2015). “So We Have to Teach Them or What?”: Introducing pre-service teachers to the figured worlds of urban youth through digital conversation. Teachers College Record, 117, 030302.

Garcia, A., Mirra, N., Morrell, E., Martinez, A., & Scorza, D. (2015). The council of youth research: Critical literacy and civic agency in the digital age. Reading & Writing Quarterly, 31(2), 151-167. 

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