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Volume Editor: JuliAnna Ávila
How would you implement Critical Digital Literacies in your own classrooms and educational programs?

You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling.

Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.
Author: Patricia Leavy
Tess Lee is a world-famous novelist. Her inspirational books explore people’s innermost struggles and the human need to believe that there is light at the end of the tunnel. Jack Miller is a former federal agent. After spending decades immersed in a violent world, a residue remains. The night Tess and Jack met, their connection was palpable. She examined the scars on his body and said, “I’ve never seen anyone whose outsides match my insides.” The two embarked on an epic love story.

Now in their fourth, blissful year of marriage, one catastrophic event will change everything and push their relationship to the brink. Can Tess move through this new trauma? Will Jack’s need for vengeance destroy their relationship? When trust is violated, can there be forgiveness? In order to find their way through to the end, Tess and Jack will need to go back to the beginning.

Supernova is a novel about walking through our past traumas, moving from darkness to light, and the ways in which love—from lovers, friends, or the art we experience—heals us and helps us learn to forgive ourselves and others. Written as unfolding action, Supernova is a poignant novel that moves fluidly between melancholy, humor, and joy. It can be read entirely for pleasure, selected for book clubs, or used as supplemental reading in a variety of courses in communication, psychology, social work, sociology, or women’s studies/gender studies.
Kulturkampf im Klassenzimmer und netzgeprägte Schülerschaft
Das Buch will einen Beitrag zur normativen Integration in der heterogenen Schule leisten, in der ein normativer Grundkonsens zu zerbrechen droht.
Es zeigt sich neben einer massiven kulturellen Heterogenisierung ein zunehmender Einfluss der alternativen digitalen Medien auf die Meinungsbildung der Schülerschaft. Beide Entwicklungen stellen die Schule vor neue Herausforderungen. Zudem zeigen sich Schwierigkeiten vieler Lehrpersonen, angemessen mit diesen neuen Herausforderungen umzugehen. Die Beiträge des Buchs sollen Orientierung bieten: Die fachwissenschaftlichen Texte prüfen die Stichhaltigkeit der Theorien, die zur Verwirrung des Zeitgeists beitragen; die fachdidaktischen Texte präzisieren die Problematik normativer Desorientierung im Hinblick auf den Philosophie- und Ethikunterricht, und die unterrichtspraktischen Texte liefern Beispiele für Unterrichtsmodelle, die sich den neuen Herausforderungen stellen.
László Moholy-Nagy zwischen Friedrich Schiller und einer Ästhetik der Moderne
Author: Clemens Bach
Der Avantgardekünstler László Moholy-Nagy (1895–1946) hinterließ neben seinen zahlreichen künstlerischen Werken ein umfassendes theoretisches Œuvre, dessen Kerngedanke als kritischer Neuhumanismus lesbar ist: Die Pädagogik der Kunst birgt im Angesicht einer kapitalisierten Welt die Hoffnung auf die Hervorbringung ganzer Menschen zum Zweck einer befreiten Gesellschaft.
Ausgehend von dieser These untersucht die Studie systematisch die Reflexionen Moholy-Nagys und verortet sie zwischen der ästhetischen Bildungstheorie Friedrich Schillers und einer modernen Ästhetik am Anfang des 20. Jahrhunderts. In einer historischen Perspektive werden dabei die für Moholy-Nagy relevanten Referenzquellen rekonstruiert: Konzepte des Bauhauses, der Naturwissenschaft und der Reformpädagogik um 1900 sind in seinen Schriften ebenso aufzufinden wie Aspekte des Anarchismus und Marxismus sowie vielfältiger pädagogischer und philosophischer Positionen.
A Story of Quarantine and a Question of Conscience
Author: R. P. Clair
Buried Together: A Story of Quarantine and a Question of Conscience is a work of historical fiction based on the true story of Silas Mercer Beasley Jr., a Civil War conscientious objector. Silas Jr.’s brothers fought for both sides (Union and Confederacy) and a few questioned Silas’ courage. Following the war, he and his Union veteran brothers faced threats of death from local Southerners. Silas gathered his family and left Georgia in pursuit of his missing brothers and safety. All but Silas fell ill during this exodus due to the pandemic (i.e., smallpox, typhoid fever, measles). They sought refuge in a cabin in Tennessee where they quarantined through these troubling times. During their quarantine, Silas’ mother told the story of the Cherokee Removal and the infamous Kilakeena Elias Boudinot to help her son keep vigil so that he might protect the family from marauders. Surrounded by danger, Silas Jr. was faced with more than one life and death decision and more than one heart-breaking loss.

This historical novel speaks to contemporary issues. Based on archival documents and Silas Jr.’s published diary accounts of the Civil War times and beyond, readers learn of conscription, bi-racial families, and voter suppression. With respect to the Cherokee Removal, readers learn about the culture as depicted through the ethnographic work of James Mooney. They further learn of various Generals’ opposition to the Cherokee Removal and political strategies of Jackson and Van Buren. But more than this, readers learn of the life experiences of one family, and of one man; the heartbreak they endured and the resilience they displayed.
This series entertains proposals that engage the complex, and dynamic relationship between Education, Culture, and Society in historical, contemporary, and futural contexts. Proposals for manuscripts that address the economic, cultural, and social underpinnings of educational policy and practice in contemporary and historical contexts both locally and globally are welcomed. The range of methodological frameworks for books in this series is broad and includes educational biography, ethnography, auto-ethnography, archival research, oral history, quantitative/qualitative research, as well as speculative philosophical treatises and fiction. The editors will consider manuscripts in the form of research, reflections, philosophic inquiry or fiction that addresses the relationship between education, schooling, culture, and society.

The editorial board seeks manuscripts from a variety of disciplinary perspectives, on all matters related to education, pedagogy, culture, and society. Manuscripts with a focus on education in both formal and informal educational contexts, or education in or out of the School are welcomed. Education in this series is broadly defined to include the transmission of culture inter-generationally. as well as non-traditional educational and cultural forms such as dance, architecture, urban planning, etc.

The series seeks manuscripts that represent creative forms of representation, intent on expanding the conceptual frameworks for understanding the relationships between education, culture, and society.

Authors are cordially invited to submit proposals and/or full manuscripts by email to the Acquisitions Editor, Evelien van der Veer.
Critical Studies of Forgotten Places
Series Editor: William M. Reynolds
The major aim of this series is to bring rural education and rural existence back into critical conversations. There is overwhelming attention in scholarly publications in education on urban areas in most cases to the exclusion of rural education. It is crucial that we take a critical look at rural education not only in the United States but internationally to understand the necessity of analyzing the class, race, gender, LGBTQ, issues involved in rural schooling and its environment. Not only rural schooling should be analyzed specifically but its relationship to rural culture and the ways in which media contributes to and forms people’s understandings and views of the rural.

Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, Evelien van der Veer.

Series cover image is titled Moncure, North Carolina school house k-12 by Frank Bird III.
Using Performance Texts to Deconstruct Racism
The current socio-political climate in the United States sheds a critical, glaring light on the racism and white supremacy which has been part of the fabric of this country since the seventeenth century. Barack Obama’s tenure as president resulted in a major increase in white hate groups, hate crimes, and unrelenting violence against innocent Black men and women by police. In response, people of different races, ethnicities, genders, sexual orientations, religions, ages and classes have taken to the streets in protest, and increased decades long efforts to organize against racism and for a more empathetic, just, democratic society. Social change about racism must begin with acknowledgement followed by open, focused, critical dialogue.

Still Hanging: Using Performance Texts to Deconstruct Racism, referencing both the resilience of Black people in the face of institutionalized racism and systemic oppression, and the fact that Black people continue to be literally and metaphorically lynched in 2020, is designed to use the power of lived experience specific performance texts as frames for engaging faculty, students and others interested in beginning to deconstruct racism and construct an anti-racist way of being.
Conflict, Positionality, and Multiculturalism
Jews and the study of antisemitism are often disregarded in multiculturalism in the United States. This “brushing aside” of the Jewish community places Jews in a very difficult situation because, due to continued discrimination and prejudice, Jews need recognition and acceptance in the multicultural community. While light-skinned American Jews are often perceived as White, they are positioned between being considered White and somehow less than when they are found to be Jewish. Therefore, Jews find themselves in this nebulous “space between” the Black/White binary.

This text takes a personal approach to the study of Jewish people, antisemitism, and the inclusion of the Jewish experience into university multicultural discourse. It also introduces a new Jewish critical race framework that develops from Critical Race Theory and has similarities in the fight against racism and injustice in U.S. society.

The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism addresses the needs of the Jewish community in the United States as it pertains to its tenuous position in the fields of multiculturalism and critical race studies. It addresses the lack of representation in the diversity and multicultural education classroom as well as issues of antisemitism at the university level.
A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning
Author: Luis Radford
The Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming.

Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.