In this volume of Critical Storytelling, marginalized, excluded, and oppressed undergraduate authors share insights from their liminality, encourage readers to connect their own perspectives and experiences, and pose important questions to about inciting change for the future.

What does power abuse look and feel like in the academic world? How does it affect university faculty, students, education and research? What can we do to counteract and prevent power abuse? These questions are addressed in this collection of autobiographical poems, essays and illustrations about academia. The contributors reflect on individual experiences as well as underlying institutional structures, providing original perspectives on bullying, sexual harassment, discrimination, and other forms of power abuse in academic workplaces. They share their stories in order to break the culture of silence around power abuse in academia and point out pathways for constructive change.

Critical Storytelling in Uncritical Times shares the stories of undergraduate students and educators in U.S. higher education. Storytellers in this volume grapple with issues of bullying, stigma surrounding mental health, cultural barriers, gender inequity, and other forms of struggle in educational settings. The disciplinary backgrounds of the authors are diverse, including Psychology, English, Communication Studies, Business, and Educational Foundations. The authors write stories about their role(s) in resisting (or failing to resist) oppressive conditions in schooling, and their contributions draw attention to critical problems in 21st century. This anthology was planned, written, and edited by students and four faculty members. The stories shared in each chapter were completely at the discretion of the contributor. By making themselves vulnerable, participants investigated stories of personal and social import. This book engages a community of critical voices in an age where critical storytelling has never mattered more. “Critical Storytellling in Uncritical Times is a pulsating work of self and social discovery, where autoethnographic accounts of high school students, pre-service teachers and teachers are assembled into a ‘cut and mix,’ a flux-and-change ethnographic prism that enables readers to view students as educators and educators and future educators as students. It is a book that shows how alliances for social justice can be formed that transcend race, class, age, gender, sexuality and social capital. All of us in the teaching profession would do well to read this book together with their students.” – Peter McLaren, Distinguished Professor, Chapman University

In this volume of Critical Storytelling , female incarcerates and undergraduate writers share insights from their liminality of living with/from behind/within invisible bars, posing important questions about how to incite change for the future.

Critical Storytelling in Urban Education shares poems and stories written by college students attending Metropolitan State University in Saint Paul, Minnesota, and Wayne State University in Detroit, Michigan.

Embraces the fierce urgency of the year 2020. Authors bravely offer their perspectives to us—their stories ring out beyond the written page.