Metropolis, Gotham City, Mega-City One, Panem's Capitol, the Sprawl, Caprica City-American (and Americanized) urban environments have always been a part of the fantastic imagination. Fantastic Cities: American Urban Spaces in Science Fiction, Fantasy, and Horror focuses on the American city as a fantastic geography constrained neither by media nor rigid genre boundaries. Fantastic Cities builds on a mix of theoretical and methodological tools that are drawn from criticism of the fantastic, media studies, cultural studies, American studies, and urban studies. Contributors explore cultural media across many platforms such as Christopher Nolan's Dark Knight Trilogy, the Arkham Asylum video games, the 1935 movie serial The Phantom Empire, Kim Stanley Robinson's fiction, Colson Whitehead's novel Zone One, the vampire films Only Lovers Left Alive and A Girl Walks Home Alone at Night, Paolo Bacigalupi's novel The Water Knife, some of Kenny Scharf's videos, and Samuel Delany's classic Dhalgren. Together, the contributions in Fantastic Cities demonstrate that the fantastic is able to "real-ize" that which is normally confined to the abstract, metaphorical, and/or subjective. Consequently, both utopian aspirations for and dystopian anxieties about the American city become literalized in the fantastic city. Contributions by Carl Abbott, Jacob Babb, Marleen S. Barr, Michael Fuchs, John Glover, Stephen Joyce, Sarah Lahm, James McAdams, Cynthia J. Miller, Fernando Gabriel Pagnoni Berns, Chris Pak, Maria Isabel Perez Ramos, Stefan Rabitsch, J. Jesse Ramirez, A. Bowdoin Van Riper, Andrew Wasserman, Jeffrey Andrew Weinstock, and Robert Yeates.

The experiences of a diverse range of progressive theater and performance makers in their own words. Curated stories from over 75 interviews and informal exchanges offer insight into the field and point out limitations due to discrimination and unequal opportunity for performance artists in the United States over the past 55 years. In this work, performers, often unknown beyond their immediate audience, articulate diverse influences. They also reflect on how artists are educated and supported, what content is deemed valuable and how it is brought to bear, as well as which audiences are welcome and whether cross-community exchange is encouraged. The book's voices bring the reader from 1965 through the first wave of the covid-19 pandemic in 2020. They point to more diverse and inclusive practices and give hope for the future of the art.

The School Story: Young Adult Narratives in the Age of Neoliberalism examines the work of contemporary writers, filmmakers, and critics who, reflecting on the realm of school experience, help to shape dominant ideas of school. The creations discussed are mostly stories for children and young adults. David Aitchison looks at serious novels for teens including Laurie Halse Anderson's Speak and Faiza Guene's Kiffe Kiffe Tomorrow, the light-hearted, middle-grade fiction of Andrew Clements and Tommy Greenwald, and Malala Yousafzai's autobiography for young readers, I Am Malala. He also responds to stories that take young people as their primary subjects in such novels as Sapphire's Push and films including Battle Royale and Cooties. Though ranging widely in their accounts of young life, such stories betray a mounting sense of crisis in education around the world, especially in terms of equity (the extent to which students from diverse backgrounds have fair chances of receiving quality education) and empowerment (the extent to which diverse students are encouraged to gain strength, confidence, and selfhood as learners). Drawing particular attention to the influence of neoliberal initiatives on school experience, this book considers what it means when learning and success are measured more and more by entrepreneurship, competitive individualism, and marketplace gains. Attentive to the ways in which power structures, institutional routines, school spaces, and social relations operate in the contemporary school story, The School Story offers provocative insights into a genre that speaks profoundly to the increasingly precarious position of education in the twenty-first century.