argues for the inclusive practice of studying, implementing, and interpreting alternative texts and other materials using innovative pedagogies such as critical pedagogy and critical literacy when teaching high school English literature. Approaching the teaching of English literature from a critical perspective opens the door to expand the traditional canon through the incorporation of alternative and subjugated texts, ideas, and knowledge. This approach will prompt students to draw multiple meanings and interpretations based on their own personal histories and experiences. The book is not another pre-packaged, standardized literacy program for teachers to passively integrate into their curriculum. Instead, the authors provide pedagogical suggestions, activities, and ideas that teachers can take and adapt to their own unique classroom dynamics. The authors also provide sample lesson plans in which a critical literacy lens is applied to novels commonly taught in the high school English classroom while also introducing the reader to non-mainstream and alternative texts.weiterlesen