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Four texts are reviewed that exemplify an important strand of writing center scholarship focused on power dynamics and identity politics in literacy teaching and learning, particularly but not exclusively within college writing centers. Each text takes up the entrenched problem of oppression and injustice toward students identified as being minority by institutional standards; each addresses possibilities for more productive, humane, and inclusive practice. Considered alongside scholarship by authors participating in this January's symposium issue and others concerned with disrupting monolingual, monocultural ideologies and institutionalized oppression, these texts add significantly to the conversation on theory and practice of critical literacy teaching and learning.

Originally published in a 1984 issue of College English, Stephen North’s article “The Idea of a Writing Center” has over the years been much cited in writing center scholarship. Even so, this scholarship as a whole did not proceed to gain much presence in CE and other broadly-oriented composition journals. Reconsidering North’s piece, the authors argue for greater attention now to writing centers as sites for potentially valuable scholarly inquiry.

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