Liminal Spaces of Writing in Adolescent and Adult Education addresses the persistent gap in writing reform at the middle, secondary, and post-secondary level. Through an examination of "useful" and "liminal" writing, the book explores the intellectual and creative space where structured expectations verge with individual imagination in writing. The premise of the book is built around a multiplicity of ways to invite adolescent and adult students to enter into states of liminality where they are encouraged to experiment with style, form, genre, and voice. Through research featuring the perspectives of adolescents, classroom teachers, teacher educators, graduate students, and literacy researchers, the book offers numerous insights into fostering a liminal and useful approach to writing instruction. Each author takes the reader through a journey of finding the liminal as teachers, writers, and researchers. Taken together, this tapestry of perspectives puts forth the argument that liminal moments are necessary caveats to explore in order to cultivate fully actualized writing where students are in control of structures and traditional writing expectations but also free to imagine new ways of breaking with conventions and being as writers. Thus, the book argues liminal writing is critical in bringing about sustained writing reform.

Borders are magical places, and growing up on a border, crossing and recrossing that space where this becomes that, creates a very special sort of person, one in whom multiple cultures, languages, identities and truths mingle in powerful ways. In these eight stories and sixteen poems, a wide range of authors explore issues that confront young people along the US-Mexico border, helping their unique voices to be heard and never ignored. Featuring the work of David Rice, Xavier Garza, Jan Seale, Guadalupe Garcia McCall, Diana Gonzales Bertrand, and many others.