Margarita Machado-Casas, Ph.D.
Pronouns: She/Her/Hers
Professor
Department of Dual Language and English Learner Education
SDSU
Primary Email: [email protected]
Phone/Fax
Fax: 619-594-1183
Building/Location
North Education - 79
Mail Code: 1152
Files
Website Links
Bio
Dr. Margarita Machado-Casas is a nationally and internationally recognized scholar in bilingual, multicultural, and transnational education. She is a Full Professor at San Diego State University and currently serves as President of the National Association for Bilingual Education (NABE). Her interdisciplinary research focuses on immigrant, Indigenous, Afro-descendant, and multilingual communities, exploring identity, agency, literacy, family engagement, and equitable assessment.
Dr. Machado-Casas holds a Ph.D. from the University of North Carolina at Chapel Hill, where she earned the prestigious IMPACT Award. She completed a postdoctoral fellowship at the Frank Porter Graham Institute in collaboration with Duke University. With over 80 publications—including the award-winning Handbook of Latinos in Education—she is also co-editor of widely adopted texts on bilingual education.
A community-engaged scholar and policy leader, she has advised ministries of education across Latin America and co-developed the first multilingual master’s program for Afro-Indigenous communities in Nicaragua. In the U.S., she co-founded CUPE and BESO, the country’s largest bilingual student organization, and served on the Biden-Harris National Education Policy Committee, helping shape policies on educator diversity.
She is Founder and CEO of ISET Pathway and President of Global Supply Exchange, both focused on advancing educational access and equity. A proud Afro-Indigenous migrant and mother of three, Dr. Machado-Casas is committed to uplifting marginalized voices in education through real-world advocacy, research, and leadership.
Office Hours
By appointment only. Email me at: [email protected]
Research
Machado-Casas, M. & Alaniz, I. (2022). Research Anthology on Bilingual and Multilingual. Examining Bilingual Teacher Candidates’ Use of Digital Media. IGI Global Machado-Casas, M., Espinoza, K. (2021). Affirming Blackness, Indigenous, and Muslim Cultural Memory in Bilingual Education: What We Don’t Say But Imply. Multilingual Educator, Spring 2021.
Espinoza, K. Machado-Casas, M., Martinez-Suarez, A., Zargar, A. (2021) Sobrevivencia en tiempos difíciles: Los efectos de la pandemia de COVID-19 en programas de preparación de maestras/os bilingües. In Perez de Guzman-Puya, V. (Ed), (2021). Educar para construir sociedades más inclusivas. Retos y claves del futuro. Sociedad Iberoamericana de Pedagogía Social, Sevilla, España. (Forthcoming, 2021).
Espinoza, K., Machado-Casas, M., Martinez-Suarez, A. (2020) Disruption Through Concientización: Using a Three Tier Approach to Family Engagement Through a VERDAD Framework In Keengwe, S., & Onchwari, G. (Eds)., (2020). Handbook of Research on Bridging Family Teacher Relationships for ELL and Immigrant Students. Pennsylvania: IGI Global (Accepted for publication).
Garza, E., Espinoza, K., Machado-Casas, M., Schouten, B., Guerra, M. J. (2020). Highly effective practices of three bilingual teacher preparation programs in US Hispanic Serving Institutions (HSIs). Equidad International Welfare Policies and Social Work Journal, 14(2), 95-128.
Pour-Khorshid, F., Machado-Casas, M., Talati, K., Gomez, D., Castillo, G. (2020). Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose. La Revista Tequio de la Uabjo. 3(9), 25-48.
Machado-Casas, M., Talati, K., Baron, Ana. (2020) STEM Access for Latina bilingual teacher candidates: Discrimination en la educación. How do informal programs motivate women to pursue STEM related fields. La Revista Tequio de la Uabjo, 3(9), 9-22
Pour-Khorshid, F., Machado-Casas, M., Talati, K., Gomez, D., Castillo, G. (2020). Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose. La Revista Tequio de la Uabjo. 3(9), 25-48.
Maldonado, S. I., & Machado-Casas, M. (2019). Sustaining the sociopolitical spirit of bilingual education: Assessment practices and evaluative policies for students minoritized by national background and English-language proficiency. In S. Keengwe & G. Onchwari (Eds.) Handbook of research on assessment practices and pedagogical models for immigrant students (pp. 1-17). Hershey, PA: IGI Global.
Pérez-de-Guzmán, V., Rodríguez-Díez, J. L., Machado-Casas, M. (2017). Analysis of active aging through cineforum: an educational experience: Análisis del envejecimiento activo a través del cineforum: una experiencia educativa. Revista de Humanidades. 31(5), 1-35.
Machado-Casas, M., Alanis, I., Ruiz, E. (2017). La Tecnología Como Inclusión Educativa de la Diversidad Cultural Transformando Prácticas Informales de Educación en los Estados Unidos. Pedagogía Social. Revista Interuniversitaria, 29(3), 1-12. (Journal is produced in three different languages)
Machado-Casas, M., Alanis, I., Ruiz, E. (2017/Translated). Innovative Technologies as Social Pedagogy: Transforming Informal Educational Practices in the United States. Pedagogía Social. Revista Interuniversitaria, 29(3), 1-12.