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. He also serves as co-Director of Bilingualism Matters @ UofSC. His research focuses on critical and cultural literacies with a specific interest in: a) examining how literacy teaching and learning can promote equity, empowerment, and critical literacy practices for young people and b) linking school and community contexts. His research has been published in prestigious journals such as Research in the Teaching of English, Contemporary Issues in Early Childhood, Teachers College Record, Language Arts, and Theory into Practice, as well as in predominant publishing houses such as Springer, Information Age, Routledge, Stylus, and Peter Lang.
He has received various teaching awards and honors for his undergraduate and graduate teaching. He has also been actively involved in a number of leadership positions in national major professional organizations including: Vice President and Executive Board Member for Center for Expansion of Language and Thinking, Area Chair for Literacy Research Association, Executive Board Member for Whole Language Umbrella of NCTE, Board of Directors for Early Childhood Education Assembly of NCTE, among others.
Research/Areas of Expertise
Culture and diversity in literacy education, critical literacies/pedagogies, children as researchers, social justice & equity.
Sánchez, L., & Bauer, E. (Accepted). Moving beyond love to facilitate new ways of being: A weaving together of immigrant stories. In A. Razfar, (Ed.), Learning about love through narratives: Insights from immigrant literacies (Special Issue). International Journal of Qualitative Studies in Education.
Sánchez, L. & Ensor, T. (2020). “We want to live”: Teaching globally through cosmopolitan belonging. Research in the Teaching of English, 54(3), 254-280.
Bauer, E., & Sánchez, L. (Forthcoming). Living non lonbraj la: Haitian immigrant young people writing their selves into the world. In P Smith (Ed.), “Clarifying the role of race in the literacies of Black immigrant youth.” Yearbook, 122(13). Teachers College Record.
Wang, Y., Compton-Lilly, C, & Sánchez, L. (2019). Formative Reading Assessments ofRunning Records and Miscue Analysis: Limits and Possibilities for Literacy Learning. In Martin, (Ed.) Handbook of research on formative assessment in pre-K through elementary classrooms. IGI Global Publishing.
Zapata, A., Sánchez, L., & Robinson, A. (2018). Examining young children’s envisionment building responses. Journal of Early Childhood Literacy. 18(4), 439-464.
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
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.
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.
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.
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., 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.
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.
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)