Critical pedagogy, as Cooks (2010), Freire (1970), and Lovaas, Baroudi and Collins (2002) argue, aims to empower and liberate individuals to achieve social change and transform oppressive and unequal social structures. This book series aims to contribute to the discourse of critical communication pedagogy by featuring works that utilize different dimensions of critical communication pedagogy to foster dialogue, to encourage self-reflexivity, and to promote social justice by allowing marginalized voices to be heard. Even though projects that focus on dynamics between teachers and students and their issues within classroom settings are crucial, this series aims to focus on works that utilize critical and cultural theories to interrogate the role of larger structures as they influence these relationships in higher education. Hence, in this proposed series we will feature works that are built on critical communication pedagogy—works that function within a critical/cultural studies framework, and works that interrogate the notion of power, agency, dialogue and 'voice' within the context of higher education and beyond. We argue that the work of educators and their educational philosophies are not limited to the classroom; hence, critical communication scholars are interested in connecting classroom pedagogy with its real life applications. Therefore, this series is interested in publishing work that captures these facets.

Series Editor: Ahmet Atay & Deanna L. Fassett