Antero Garcia is an assistant professor in the Graduate School of Education at Stanford University where he studies how technology and gaming shape youth and adult learning, literacy practices and civic identities. Prior to completing his Ph.D., Garcia was an English teacher at a public high school in South Central Los Angeles. His most recent research explores learning and literacies in tabletop role-playing games like Dungeons & Dragons, and how participatory culture shifts classroom relationships and instruction. Based on his research on equitable teaching and learning opportunities for urban youth through the use of participatory media and gameplay, Garcia co-designed the Critical Design and Gaming School, a public high school in South Central Los Angeles. Garcia’s research has appeared in numerous journals, including the American Educational Research Journal, Harvard Educational Review and Reading Research Quarterly. His most recent books are Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School, Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (with Nicole Mirra and Ernest Morrell) and Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (with Cindy O'Donnell-Allen). Garcia 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.