Faculty Profiles

Rodriguez-Astacio, R. M., Hines, C. M., & Miller, H. “Cody.” (2025). Striving for truth, justice and racial diversity: a critical race content analysis of DC Graphic Novel for Young Adults. English Teaching: Practice & Critique, 24(1), 75–88. Retrieved from https://doi.org/10.1108/ETPC-09-2024-0141

Hines, C. M., Rodríguez-Astacio, R., & Miller, H. “Cody.” (2024). Capes, Culture, and Racial Representation in Children’s Superhero Narratives: A Critical Race Content Analysis of DC Graphic Novels for Kids. Journal of Children’s Literature, 50(1), 10–21.

Rodríguez-Astacio, R., Hines, C. M., & Miller, H. C. (2024). Criticality and the Cowl: Teaching Black Superhero Narratives with DC Graphic Novels for Young Adults, 51(2), 11–19.

Hines, C. M. (2024). “I Knew One Day I’d Need My Own Wings to Fly”: Advancing Black Male Literacies Through Culturally Sustaining Pedagogies. In In Pursuit of Academics: Engaging Black Males in P-12 Schools (pp. 1–22). Kendall Hunt Publishing.

Hines, C. M. (2024). “I Am My Greatest Invention”: Examining Black Girl Literacies via the Visual Narratives of Black Girls in Marvel Comics. In Transmedia Applications in Literacy Fields (pp. 1–22). IGI Global.

Hines, C. M. (2024). Young, Gifted, and Black: Exploring the Community Building of Science and Sisterhood in Marvel’s Black Panther: Wakanda Forever. In Introduction to Afrofuturism: A Mixtape in Black Literature & Arts (pp. 81–91). Routledge.

Hines, C. M., & Igeleke-Penn, J. (2024). The Power of Voice and Choice: Examining Blackness, Black Girlhood, and Identity in A Song Below Water. In Teaching Black American Speculative Fiction & Beyond: Equity, Justice, and Antiracism (pp. 47–56). Routledge.

Miller, H. C., Hines, C. M., & Rodriguez-Astacio, R. M. (2024). Teaching Miles Morales  Suspended in a Time  of Book Bans. English Journal, 114(2), 33–40.

Hines, C. M., & Igeleke Penn, J. (2023). Seeing beyond the Surface: Using Critical Lenses to Combat Anti-Blackness in the English Classroom. English Journal, 113(1), 17–24.

Hines, C. M., & Alexander, L. D. (2023). Getting Graphic: Resisting Anti-Blackness via the Visual Narratives of Black Boys. In Black Males in Secondary and Post-Secondary Education: Teaching, Mentoring, Advising, and Counseling (pp. 3–23). Emerald Publishing.

Hines, C. M., Mundorf, J., Miley, J., & Del Riego, J. (2022). Repositioning Recommended/Required Texts to Build Curricular Bridges: Incorporating Superhero Comics into Secondary ELA Classrooms. English Leadership Quarterly, 45(2), 16–22.

Miller, H. (Cody), Hines, C. M., & Rodríguez-Astacio, R. M. (2022). With Great Power Comes…Youth Empowerment: A Critical Content Analysis of Marvel’s Superhero Young Adult Literature. ALAN Review, 50(1), 33–44.

Hines, C. M., & Menefee, D. M. (2022). #BlackGirlLiteratureMatters: Exploring the Multiplicities of Black Girlhood. English Journal, 111(3), 67–74.

Hines, C. M. (2021). “My Brain is the All the Super-power I Need: Examining Black Girls in STEM and Schooling Spaces in Marvel Comics.” Research on Diversity in Youth Literature, 4(1). Retrieved from https://sophia.stkate.edu/rdyl/vol4/iss1/9/

Mundorf, J., Miller, H. “Cody,” Hines, C., & Del Riego, J. (2021). When the curriculum needs rescuing: Superhero graphic novels as disruptive curricular forces. Ohio Journal of English Language Arts, 60(2), 25–30.

Miller, H. “Cody,” & Hines, C. M. (2021). “Stepping Up and Speaking Out”: Interrogating and Teaching Models of Citizenship with Marvel Comics. Literacy & NCTE: The Official Blog of the National Council of Teachers of English. Retrieved from https://ncte.org/blog/2021/07/stepping-speaking-interrogating-teaching-models-citizenship-marvel-comics/

Hines, C. M. (2021). #Blackgirlmagic: Adding a Little More Sparkle to Your Bookshelves. Literacy & NCTE: The Official Blog of the National Council of Teachers of English. Retrieved from https://ncte.org/blog/2021/06/build-your-stack-blackgirlmagic/

Hines, C. M. (2020). Cosplaying while Black: The Transgressive Pleasure of Blacktivism. Journal of Cultural Research in Art Education, 37, 219–230.