The Routledge Companion to Literature and Social Justice is a comprehensive and multi-purpose collection on this important topic. With contributors working in various fields, the Companion provides in-depth analyses of both the cumulative and emergent issues, obstacles, praxes, propositions, and theories of social justice. The first section offers a historical overview of major developments and debates in the field, while the following sections look in more detail at the key traditions and show how literature and theory can be applied as analytical tools to real-world inequalities and the impact of doing so. The contributors provide reviews of major theoretical traditions, including Marxism, feminism, Critical Race Theory, disability studies, and queer studies. They also share literary analyses of influential authors including W. E. B. Du Bois, Yang Kui, Edwidge Danticat, Octavia Butler, and Rivers Solomon amongst others. The final section considers future possibilities for theory and action of justice, drawing specifically from theories and knowledges in decolonial, Indigenous, environmental, and posthumanist studies. This authoritative volume draws on the intersections between literary studies and social movements in order to provide scholars, students, and activists alike with a complete collection of the most up-to-date information on both canonical and emerging texts and case studies globally.

Critical Pedagogy and Global Literature enables a better pedagogical praxis by offering both wide-ranging theoretical explorations and results grounded in experience. Part One of the book focuses on various aspects of critical pedagogy and its importance for teaching world literature by offering ten carefully selected chapters written by established and emerging scholars in the fields of critical pedagogy, world literature, and postcolonial studies. Part Two of the book offers six brief, praxis-driven essays by instructors who have taught world literature courses at the university level. This comprehensive theoretical and praxis-driven engagement shows how teaching world literature can be accomplished with the goal of changing and transforming the world.

This highly original book suggests that the practices of Taliban and the American far right, two very significant and poorly understood groups, share common features. This commonality can be found in the philosophical basis of their ideological beliefs, in their comparative worldviews, and in their political practices. As Raja argues, the Taliban are much less the product of an irrational fundamentalism, and the radical right in America is much more the result of such a mindset, than Americans recognize. After providing a detailed explanation of his theoretical concepts and specialized vocabulary, the author develops a discussion of the subject in this brief but penetrating book. This is a book that should attract a wide readership among both academics and the general public.

This highly original book suggests that the practices of Taliban and the American far right, two very significant and poorly understood groups, share common features. This commonality can be found in the philosophical basis of their ideological beliefs, in their comparative worldviews, and in their political practices. As Raja argues, the Taliban are much less the product of an irrational fundamentalism, and the radical right in America is much more the result of such a mindset, than Americans recognize. After providing a detailed explanation of his theoretical concepts and specialized vocabulary, the author develops a discussion of the subject in this brief but penetrating book. This is a book that should attract a wide readership among both academics and the general public.

In one volume, this edited collection provides both a theoretical and praxis-driven engagement with teaching world literature, focusing on various aspects of critical pedagogy. Included are nine praxis-driven essays by instructors who have taught world literature courses at the university level.