Deranging English/Education: Teacher Inquiry, Literary Studies, and Hybrid Visions of "English" for 21st Century Schools

FROM Education Review (September 2009). 

In Deranging English/Education: Teacher Inquiry, Literary Studies, and Hybrid Visions of "English" for 21st Century Schools, John Staunton shares his vision for "deranging" English/Education through the lens of his teaching and collaborative work with colleagues, including secondary teachers, university instructors, and students.
Throughout this text, Staunton explores the complexities and complications that occur at the sites where pedagogical and literary studies intersect in the field of English/Education. He questions current paradigms, suggesting that "...it may be time for us to acknowledge that both college and secondary English need to change radically at the curricular and pedagogical levels if either is to succeed or even survive" (p. 22). In this call for change, he makes the case for "deranging" traditional conceptions of teaching English. .... This book offers intriguing and imminently practical approaches for working with this issue.
Deranging English/Education is a theoretical book, but it is also a teaching book. Staunton includes rich examples of his exploration of pedagogical practices across diverse settings with a variety of co-teachers and co-researchers