Inmaculada Ma García-Sánchez
Drawing on a multi-method ethnographic approach to learning and schooling, Garcia's research agenda offers a critical dialogue between educational ethnography, linguistic anthropology, and migration studies. Her work explores the relation between language practices, the schooling of immigrant children and youth, and larger sociopolitical processes, with a particular emphasis on how educational justice intersects with the cultural politics of recognition and belonging that immigrant children and youth must negotiate on a daily basis. Placing language and other semiotic processes at the center of her analysis, combining ethnographic, historical, and discursive analytic approaches to offer a multi-layered and empirically-grounded view of central issues of concern in educational scholarship: 1) the tensions between educational ideologies and actual classroom practice, 2) the linguistic and social stratification of non-dominant students in educational spaces, 3) and making learning processes visible, including how immigrant children themselves actively make sense of learning contexts.
Positions
- Associate Director, Center for the Study of International Migration
Education
- Ph.D. Applied Linguistics, University of California, Los Angeles, 2009.
Awards, Honors, Fellowships
- 2017-2018, Distinguished Faculty Fellowship. Center for the Humanities at Temple. Temple University
- 2012-2013, National Academy of Education/Spencer Foundation Postdoctoral Fellowship
- 2009, Outstanding Dissertation Award. Council on Anthropology and Education (American Anthropological Association)
Monographs and Edited Volumes
- García-Sánchez, I. M. and Faulstich Orellana, M. (Eds.). (2019). Language and Cultural Practices in Communities and School: Bridging Learning for Students from Non-Dominant Groups. New York: Routledge.
- García-Sánchez, I. M. (2014) Language and Muslim Immigrant Childhoods: The Politics of Belonging. Studies in Discourse and Culture. Oxford: Wiley-Blackwell.
Select Journal Articles
- de León, L. and García-Sánchez, I. M. (In Press) “Language Socialization at the Intersection of the Local and the Global: The Contested Trajectories of Input and Communicative Competence”. Annual Review of Linguistics, vol. 7.
- García-Sánchez, I. M. (2018) “Children as Interactional Brokers of Care.” Annual Review of Anthropology, vol. 47, pp. 167-184.
- García-Sánchez, I. M. (2013) “The Everyday Politics of ‘Cultural Citizenship’ among North African Immigrant School Children in Spain.” Language and Communication 33:481-499.
- García-Sánchez, I. M. (2010) “Serious Games: Code-switching and Identity in Moroccan Immigrant Girls’ Pretend Play.” Pragmatics 20(4):523-555.
Select Book Chapters
- García-Sánchez, I. M. (2020). “Interactional Contingencies and Contradictions in the Socialization of Tolerance in a Spanish Multicultural School.” In Howard, K. M. and Burdelski M. (Eds.) Language socialization in classrooms. Cambridge: Cambridge University Press.
- García-Sánchez, I. M. (2019) “Centering Shared Linguistic Heritage to Build Language and Literacy Resilience Among Immigrant Students”. In García-Sánchez, I.M. and Orellana Faulstich, M. (Eds.) Language and Cultural Practices in Communities and School: Bridging Learning for Students from Non-Dominant Groups. New York: Routledge.
- García-Sánchez, I. M. (2016) “Multiculturalism and Its Discontents: Essentializing Ethnic Moroccan and Roma Identities in Classroom Discourse in Spain.” In Alim H. S., J. Rickford, and A. Ball (Eds.) Raciolinguistics: How Language Shapes Our Ideas about Race. Oxford: Oxford University Press.
- García-Sánchez, I. M. (2012) “Language Socialization and Exclusion.” In A. Duranti, E. Ochs, and B. Schieffelin (Eds.), The Handbook of Language Socialization. Oxford: Wiley-Blackwell.
