Faculty and Staff
Lenny Sánchez, Ph.D.
|Title:||Assistant Professor in Language and Literacy
|Department:||Instruction and Teacher Education
College of Education
Lenny Sánchez earned his Ph.D. in Literacy, Culture, and Language Education from Indiana University – Bloomington, his M.S. in Effective Teaching and Leadership from Butler University, and his B.A. in Elementary Education from Anderson University.
Lenny Sánchez is an Assistant Professor in Language and Literacy Education in the College of Education at University of South Carolina. His research focuses on examining how literacy teaching and learning can promote awareness of social issues, student empowerment, and teacher and students’ critical literacy practices. His research has been published in prestigious journals such as Research in the Teaching of English, Contemporary Issues in Early Childhood, Language Arts, and Theory into Practice, as well as in predominant publishing houses of Springer, Information Age, Routledge, Stylus, and Peter Lang.
He has received various teaching awards and honors for his undergraduate and graduate teaching. He also is actively involved in a number of committees affiliated with national major professional organizations. His leadership roles have included: Area Chair for Literacy Research Association, Executive Board Member for Center for Expansion of Language and Thinking, Executive Board Member for Whole Language Umbrella of NCTE, Board of Directors for Early Childhood Education Assembly of NCTE, among others.
Zapata, A., Sánchez, L., & Robinson, A. (in press for December 2017). Examining young children’s envisionment building responses. Journal of Early Childhood Literacy. 1-26. (*published online in October 2016)
Douglas, T.R., Baumann, J., Sánchez, L., Clifton, A., McClain, V., Ingram, P., & Ingram, E.A. (2015). Conversation on the literacy development of urban poor youth: Perspectives from the classroom, neighborhood, and university. Voices in Education: A Bermuda College Publication, 1, 34-40.
Sánchez, L. (2015). Students as photo activists: Using cameras in the classroom for social change. Theory into Practice. 54(2), 163-171
Tawfik, A., Sánchez, L., & Saparova, D. (2014). The effects of case libraries in supporting collaborative problem-solving in an online learning environment. Technology, Knowledge, and Learning,19(3), 337-358.
Campano, G., Ghiso, M., & Sánchez, L. (2013). “No one knows the…amount of a person”: Elementary students critiquing dehumanization though organic critical literacies. Research in the Teaching of English, 48(1), 98-125.
Sánchez, L. (2012). Exploring the lived-through experiences of a young learner. Talking Points, 24(1), 7-12.
Sánchez, L. (2011). Building on young children’s cultural histories through placemaking in the classroom. Contemporary Issues in Early Childhood, 12(4), 332-342.
Campano, G., Honeyford, M., Sánchez, L., Vander Zanden, S. (2010). Ends in themselves: Theorizing the practice of university-school partnering through horizontalidad. Language Arts, 87(4), 277-286.
Sánchez, L., Zapata, A, & Hill, J. (2016). “Maybe Henry did it! Maybe Chester did it!: Young children (re)authoring through postmodern picturebooks. In R. Meyer & K. Whitmore (Eds.), Reclaiming early childhood literacies: Narratives of hope, power, and vision (pp. 201-211) New York, NY: Routledge.
Campano, G., Ghiso, M.P., LeBlanc, R., & Sánchez, L. (2016). “American hunger”: Challenging epistemic injustice through collaborative teacher inquiry. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools. New York, NY: Springer Publishing Company.
Sánchez, L., Campano, G., & Hall, T. (2014). “I’m still holding on”: Bearing witness to the gospel impulse in an urban all-boys school. In N. Witherspoon Arnold, M. Brooks, & B. Makoto Arnold (Eds.), Critical perspectives of black education: Spirituality, religion, and social justice (pp. 211-230) Charlotte, NC: Information Age Publishing.
Sánchez, L. (2013). Fostering wideawakeness: Third-grade community activists. In J. Landsman & P. Gorski (Eds.), The poverty and education reader: A call for equity in many voices (pp. 183- 194). Sterling, VA: Stylus Publishing, LLC.
Campano, G. & Sánchez, L. (2010) Embodying socially just policy in practice. In sj Miller & David Kirkland (Eds.), Change matters: Qualitative research perspectives for moving social justice theory to policy. New York: Peter Lang Publishing.
Research/Areas of Expertise
Culture and diversity in literacy education, critical literacies/pedagogies, children as researchers, social justice & equity.
University Provost’s Outstanding Junior Faculty Teaching Award (Recipient, University of Missouri)
College of Education Undergraduate Instructor of Year (Selected Nominee, University of Missouri)
College of Education Bess Schooling Endowment for Outstanding Professors in Elementary Education (Recipient, University of Missouri)