This series explores in separate volumes major authors and genres through a critical literacy lens that seeks to offer students opportunities as readers and writers to embrace and act upon their own empowerment. Each volume will challenge authors (along with examining authors that are themselves challenging) and genres as well as challenging norms and assumptions associated with those authors’ works and genres themselves. Further, each volume will confront teachers, students, and scholars by exploring all texts as politically charged mediums of communication. The work of critical educators and scholars will guide each volume, including concerns about silenced voices and texts, marginalized people and perspectives, and normalized ways of being and teaching that ultimately dehumanize students and educators.

Series Editor:

Paul Thomas, Furman University, Greenville, SC, USA

Editorial Board:

Leila Christenbury, Virginia Commonwealth University

Sean P. Connors, University of Arkansas

Jeanne Gerlach, University of Texas-Arlington

Renita Schmidt, Furman University

Karen Stein, University of Rhode Island

Shirley Steinberg, University of Calgary; Director of Institute of Youth and Community Studies, University of the West of Scotland