Essays in Edited Volumes (authored and co-authored)
Thomas, P.L. (2017). Can superhero comics defeat racism?: Black superheroes “torn between sci-fi fantasy and cultural reality.” In C.A. Hill (ed.), Teaching comics through multiple lenses: Critical perspectives (pp. 132-146). New York, NY: Routledge.
Thomas, P.L. (2016). Miracle school myth. In W.J. Mathis & T.M. Trujillo, Learning from the Federal Market‐Based Reforms: Lessons for ESSA. Charlotte, NC: IAP.
Svec. M., & Thomas, P.L. (2016). The classroom crucible: Preparing teachers from privilege for students of poverty. In A.L. Hurst & S.K. Nenga (Eds.), Working in class: recognizing how social class shapes our academic work. Landham, MD: Rowman & Littlefield Publishers.
—–. (2015). Ignored under Obama: Word magic, crisis discourse, and utopian expectations. In P. R. Carr & B. J. Porfilio (Eds.), The phenomenon of Obama and the agenda for education: Can hope (still) audaciously trump neoliberalism? (pp. 45-68). Charlotte, NC: Information Age Publishing.
Thomas, P.L. (2014). Educated and educating in the post-Civil Rights–Era South: A critical memoir. In Ed. W. M. Reynolds, Critical studies of Southern place: A reader (pp. 226-240). New York: Peter Lang USA.
Thomas, P.L. (2014). Adventures in adaptation: Confronting texts in a time of standardization. In Eds. P. Paugh, T. Kress, & R. Lake, Teaching towards democracy with postmodern and popular cultural texts (pp. 7-20). Rotterdam, The Netherlands: Sense Publishers.
Thomas, P. L. (2014). When the obvious isn’t true: What’s really wrong with teacher quality and teacher education? In Eds. J. Gorlewski, D. Gorlewski, J. Hopkins, & B. Porfilio, Effective or wise?: Teaching and the meaning of professional dispositions in education (pp. 55-76). Charlotte, NC: Information Age Publishing.
Thomas, P.L. (2014). Schools as prisons: Normative youth pedagogies. In A. Ibrahim & S. Steinberg (Eds.), Critical Youth Studies Reader. New York, NY: Peter Lang USA.
Thomas, P. L. (2013). The inequity gap of schooling and the poverty of school “reform.” In P. Gorski & J. Landsman (Eds.), The Poverty and Education Reader: A Call for Equity in Many Voices. Sterling ,VA: Stylus Publishing.
Thomas, P. L. (2013). Radical scholar as public intellectual in a marketplace of ideas. In Dangerous Counterstories in the Corporate Academy: Narrating for understanding, solidarity, resistance, and community in the age of Neoliberalism (pp. TBD). Eds. E. A. Daniels & B. Porfilio. Charlotte, NC: Information Age Publishing.
—-. (2013). The cult of personality v. expertise in the education debate. In Gorlewski, J., & Porfilio, B., eds., Left behind in the race to the top: Realities of school reform (pp. 209-225). Charlotte NC: Information Age Publishing.
—–. (2012). Speaking empowerment to crisis: Unmasking accountability through critical discourse. In Using standards and high-stakes testing for students: Exploiting power with critical pedagogy. New York, NY: Peter Lang Publishing.
—–. (2012). Song of myself: Honoring the individual as critical scholarship in Challenging status quo retrenchment: New directions in critical qualitative research. Charlotte, NC: Information Age Publishing.
—-. (2012). Muted voices, scripted texts: The silenced writing curriculum in a high-stakes era. In H. Hickman & B.J. Porfilio (Eds.), The new politics of the textbook: Critical analysis in the core content areas (pp. 179-192). Netherlands: Sense Publishers.
Co-authored with Schmidt, R. (2012). All that jazz: Doing and writing CQR in a material world. In G. S. Cannella & S. R. Steinberg (Eds.), Critical Qualitative Research (CQR) Reader (pp. 91-103). New York: Peter Lang USA.
—–. (2012). Daredevil: The man without fear; Elektra lives again; science fiction. [entries]. In Critical Survey of Graphic Novels: Heroes and Superheroes. Pasadena, CA: Salem Press.
—–. (2012). Writing community: Composing as transformation and realization. In R. C. Mitchell & S. A Moore (Eds.), Politics, participation & power relations: Transdisciplinary approaches to critical citizenship in the classroom and community (pp. 153-168). Netherlands: Sense Publishers.
Co-authored with Welchel, E. (2011). The practitioner has no clothes: Resisting practice divorced from philosophy in teacher education and the classroom. In Eds. J. Kincheloe & R. Hewitt, Regenerating the philosophy of education: Whatever happened to soul (pp. 43-54). New York: Peter Lang USA.
—–. (2011). The educational hope ignored under Obama: The persistent failure of crisis discourse and utopian expectations. In P. R. Carr & B. J. Porfilio (Eds.), The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism? (pp. 49-72). Charlotte, NC: Information Age Publishing.
—–. (2010). Comics and graphic novels. [entry]. In S. R. Steinberg, M. Kehler, & L. Cornish (Eds.), Boy Culture, vol. 2 (pp. 319-328). Santa Barbara, CA: Greenwood Press.
Co-authored with Schmidt, R. (2009). Competition and education: How the market forces failure on and in our schools. In Eds. W. B. Worthen, A. S. Henderson, P. R. Rasmussen, & T. L. Benson, Competition: A multidisciplinary analysis (pp.169-180).Netherlands: Sense Publishers.
—–. (2009). “No damn cat, and no damn cradle”: The fundamental flaws in fundamentalism according to Vonnegut. In D. Simmons (Ed.), New critical essays on Kurt Vonnegut (pp. 27-45). New York: Palgrave.
—–. (2006). The cult of prescription—Or, a student ain’t no slobbering dog. In J. Kincheloe & S. Steinberg (Eds.), What You Don’t Know about Schools (pp. 103-113). New York: Palgrave Macmillan.
—–. (2003). Our Rodney Dangerfield profession. In M. Scherer (Ed.), Keeping good teachers (pp. 195-201). Alexandria, VA: ASCD.
—–. (2002). Being honest about writing and individual freedom—Or, children, there ain’t no rules. In C. Moore & P. O’Neill (Eds.), Practice in Context: Situating the Work of Writing Teachers (pp. 149-157). Urbana, IL: National Council of Teachers of English.
—–. (2002). Entry—Lou LaBrant. In The Encyclopedia of Education, 4. Second Edition. New York: Macmillan Reference USA.
—–. (1996). When Wordsworth is too tame: Merging minority literature with the classics in the secondary language arts curriculum. In L. Cooke & H. C. Lodge (Eds.), Voices in English Classrooms: Honoring Diversity and Change, 28 (pp. 177-185). Urbana, IL: National Council of Teachers of English.