Ghiso, Maria P. (mpg2134)

Maria Paula Ghiso

Associate Professor of Literacy Education

Office Location:

306D Zankel

Educational Background

Ed.D. Reading/Writing/Literacy, University of Pennsylvania

M.A. Early Childhood and Elementary Education with a Bilingual Specialization, New York University School of Education

B.A. Latin American Studies, New York University

Stuyvesant High School

Scholarly Interests

literacy in multilingual and transnational contexts; early literacy; children's literature; participatory and community-based methodologies

Selected Publications

Partnering with immigrant communities: Action through Literacy, published by Teachers College Press (2017), co-authored with Gerald Campano and Bethany Welch.This publication was recognized with the 2017 Edward Fry Book Award from the Literacy Research Association and the 2018 David H. Russell Award from the National Council of Teachers of English.

Ghiso, M.P. (2016). The Laundromat as the transnational local: Young children’s literacies of interdependence. Teachers College Record, 118(1), 1-46. This article received the 2017 Arthur Applebee Award for Excellence in Research on Literacy from the Literacy Research Association.

Ghiso, M.P. (2015). Arguing from experience: Young children’s embodied knowledge and writing as inquiry. Journal of Literacy Research,47(2), 186-215.  

Campano, G., Ghiso, M.P., & Welch, B. (2015). Ethical and professional norms in community-based research. Harvard Educational Review, 85(1), 29-49.

Martínez-Álvarez, P. & Ghiso, M.P. (2017). On languaging and communities: Latino/a emergent bilinguals’ expansive learning and critical inquiries into global childhoods. International Journal of Bilingualism and Bilingual Education, 20(6), 667-687.

Ghiso, M. P. , Martínez-Álvarez, P., Clayton, E., Álvarez, F., & Gutierrez, M. (in press). Critical inquiry in the literacy curriculum: The Community as a transnational resource. Language Arts.

Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. (2014).  Writing from and with community knowledge: First grade emergent bilinguals’ engagement with technology-integrated curricula. In K. Pytash & R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 169-185). Hershey, PA: IGI Global.

Ghiso, M. P. (2013). “Every language is special”: Promoting dual language learning in multicultural elementary school contexts. Young Children, 68(1), 22-27.

Campano, G. Ghiso, M. P. & Sánchez, L. (2013). “Nobody one knows the…amount of a person”: Elementary students critiquing dehumanization through organic critical literacies. Research in the Teaching of English, 48(1), 97-124.

Ghiso, M. P. & Low, D. (2013). Students surfacing micronarratives of immigration through multimodal literacies. Literacy, 47(1), 26-34. Prepublished November 26, 2012, DOI: 10.1111/j.1741-4369.2012.00678.x.

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. (2013). Playing with/through non-fiction texts: Young children authoring their relationships with history. Journal of Early Childhood Literacy, 13(1), 26-51. Prepublished December 28, 2011, DOI: 10.1177/1468798411430093.

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.

Martínez-Álvarez, P. & Ghiso, M. P. (2012). Creative literacies and learning with Latino emergent bilinguals. LEARNing Landscapes, 6(1), 273-296.

Ghiso, M. P. (2011).  “Writing that matters”: Collaborative inquiry and authoring practices in a first grade class.  Language Arts, 88(5), 346-355.

Campano, G. & Ghiso, M. P. (2011). Immigrant students as cosmopolitan intellectuals. In S. Wolf, K. Coates, P. Enciso, & C. Jenkins (Eds.), Handbook of Research on Children’s and Young Adult Literature (pp. 164-176). New York, NY: Routledge.

Guest editor (with T. Spencer). (2011). Early literacy in contested spaces, Special Issue for Contemporary Issues in Early Childhood, 12(4).

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