Using 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 relationship between language practices, the schooling of immigrant children and youth, and more extensive sociopolitical processes, particularly emphasizing how educational justice intersects with the cultural politics of recognition and belonging that immigrant children and youth must negotiate daily.

Lucrecia Santibañez is an Associate Professor at UCLA’s School of Education & Information Studies. Her research focuses on understanding and improving teaching and learning for low-income, classified English learners and other vulnerable student populations in the United States, Latin America, and Southeast Asia. She previously worked as an Economist at the RAND Corporation in Santa Monica, and taught at CIDE in Mexico City and Universidad Centroamericana José Simeón Cañas in San Salvador.

Teresa L. McCarty is a social-cultural anthropologist who lives and works in Tovaangar, the homelands of the Gabrielino-Tongva. Her research, teaching, and community-based work center on Indigenous education, critical sociocultural studies of language planning and policy, Indigenous and minoritized language reclamation, and the ethnography of education in and out of schools. At UCLA, she is the George F. Kneller Chair in Education and Anthropology and Faculty in American Indian Studies.

Alison L. Bailey is a developmental psycholinguist. Her expertise includes developing language learning progressions with multilingual and English as a new language learner and supporting teachers’ academic language pedagogy and assessment practices.

Marjorie Faulstich Orellana is Professor of Urban Schooling, Associate Director of the International Program on Migration, and Co-Director of Faculty for the Teacher Education Program. Her research centers on the experiences of immigrant youth in urban schools and communities, including as language and cultural brokers for their families.

Sara Jasmin Díaz-Montejano lives and is from occupied Tongva lands, also known as Inglewood, California, and is the daughter of Salvadoran refugees. Before pursuing her graduate studies, Sara taught high school Spanish for six years. Sara is currently a doctoral candidate. Her research documents and examines how critical educators learn and teach Indigenous Lands and Water Education while forging respectful and reciprocal relationships with local Indigenous communities.