Tag Archives: CFP

Call for Papers: The Labour of COVID section of Workplace (Deadline Extended)

As instructors and students brace for a fall semester taught on-line, the effects of COVID on the labour of post-secondary learning continue to set in. Course outlines and assessment criteria are being reworked. Students wrestle with rising tuition and the prospects of prolonged periods of unemployment. As recent Canadian Association of University Teachers survey results suggest, the pandemic is making higher education even less tenable for current and prospective students. International students stuck in their home countries will be forced to participate in classes across time zones. Research programs are being put on hold. Making matters worse, the gutting of teaching and learning resources at some universities have forced administrators to piece together support for instructors and staff ill-equipped to make the transition on-line. Workloads have increased.  But in the midst of this crisis, some post-secondary institutions seek opportunity to advance particular agendas. It was only after significant backlash from students and lecturers that the UK’s Durham University halted its attempt at providing online-only degrees in its effort to significantly cut in-person teaching. In Alberta, the government has merely delayed a performance-based funding model as a result of COVID, signaling that austerity, not improving the quality of education, is driving policy decisions. Meaningful interventions by faculty associations have been limited as the collegial governance process is sidelined for the sake of emergency pandemic measures. And what of academic and support staff who face increase workloads and the prospects of limited child care when the fall semester resumes? To this concern, what are the gendered effects of COVID? What do these circumstances mean for precariously employed sessional and term instructors? This special edition of Workplace invites all academic workers to make sense of COVID through a work and employment lens. Possible themes include:

  • Faculty association responses to a shift towards on-line education
  • “Mission creep” and the lure of distant learning for post-secondary institutions: opportunities and threats
  • The gendered and racialized implications of COVID in the classroom and on campus
  • Implications for sessionals, adjuncts and the precariously employed
  • COVID and workplace accommodations: from child care to work refusals
  • Student experiences and responses
  • COVID and performance-based funding policies
  • COVID and the collective bargaining process
  • Internationalization and the COVID campus

Aim and Scope: Workplace: A Journal for Academic Labor is a refereed, electronic, open access journal published by a collective of scholars in critical higher education promoting a new dignity in academic work. Contributions are aimed primarily at higher education workplace activism and dialogue on all issues of academic labour.

Invitations: Contributions from all ranks of academic workers – from tenured and tenure stream to graduate students, sessional instructors, contract faculty, and administrative support staff – are encouraged to submit.

Deadlines: Submissions will be considered for peer review and publications on a rolling basis. The deadline has been extended to May 15, 2021. A complete volume of The Labour of COVID will be complete and made available in the spring of 2021. Formatting and submission guidelines can be found here

https://ices.library.ubc.ca/index.php/workplace/information/authors

Please direct questions about the special issue to Dr. Andrew Stevens at Andrew.stevens@uregina.ca

 

Cultural Logic CFP: Learning Vietnam, Again

Cultural Logic

Call for Manuscripts
Learning Vietnam, Again

Edited by:
Rich Gibson, San Diego State University
E. Wayne Ross, University of British Columbia

January 2018, marks the 50th anniversary of the Tet uprising in Vietnam.

While American elites belittled Tet as a military failure (if they noted it at all—General Westmoreland insisted the Battle of Hue was really nothing), their myopic view of the many Tet battles reflected their past and current inability to connect all the factors of modern warfare: the political, economic, military, international, and cultural matters that the National Liberation Front always tied as one.

To recognize the courage, perseverance, and later victory of the Vietnamese over the many invading empires, we plan a special issue of Cultural Logic, “Learning Vietnam, Again.”

We also hope to contend with the false narratives built up since the US fled Vietnam in April, 1975. These would include the fairly well known myths such as the “spat upon veteran,” and the “stabbed in the back” stories, as well as the Obama administration’s more recent whitewash, neatly exposed by Nick Turse, and the Ken Burns/Lynn Novick PBS documentary “The Vietnam War.”

We seek essays that address any aspect of the Vietnam war, but are especially interested in pieces that link the war and education—in any way you can imagine.

After all, the core project of the Vietnamese revolutionaries was education, while on the US side, the effort was either military propaganda, or promoting ignorance. Essays might also relate the United States’ contemporary problems with insurgencies to the history of the wars on Vietnam—and the national education programs of today.

Submissions may include essays, interviews, reviews (books, films, and other media) or poetry. Please use any one of the commonly accepted scholarly formats (e.g., APA, MLA, Chicago, Humanities, etc.).

Deadline: February 1, 2018.

For more information or to submit manuscripts email the editors:

rg [at] richgibson.com
wayne.ross [at] ubc.ca

–––––––––––––––––––––––

Cultural Logic, which has been on-line since 1997, is a non-profit, peer-reviewed, interdisciplinary journal that publishes essays, interviews, poetry, reviews (books, films, other media), etc. by writers working within the Marxist tradition. The editors will also print responses to work published in earlier issues. Texts may be of varying length and may conform to any of the commonly accepted scholarly formats (e.g., APA, MLA, Chicago, Humanities, etc.). Because this is an interdisciplinary journal, we do not demand that contributors adhere to one particular format, with which they might be unfamiliar. Copyright on texts appearing in Cultural Logic remains with the author. These texts may be republished by the author provided that Cultural Logic is acknowledged as the original place of publication.

Texts appearing in Cultural Logic are indexed in MLA Bibliography, EBSCO Databases, MLA International Directory of Periodicals, International Progressive Publications Network (ippn). Cultural Logic is archived by universities participating in the LOCKSS project initiated by Stanford University. Direct correspondence to E. Wayne Ross, Department of Curriculum and Pedagogy, University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z4, Canada. Email: wayne.ross@ubc.ca

Call for Manuscripts: Radical Departures: Ruminations on the Purposes of Higher Education in Prison

Call for Manuscripts:
Critical Education

Radical Departures: Ruminations on the Purposes of Higher Education in Prison

Series Editors:
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University

Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.

The series aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.

In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.

Manuscripts may examine, but are not limited to, the following questions:

  • What does it mean to teach and/or learn on inside prisons?
  • How can educational theory inform possibility inside prison classrooms?
  • What does/should education mean inside prisons during hyperincarceration?
  • What should be the purposes of higher education in prison?
  • How can/do various educational theories take root inside prison classrooms?
  • Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
  • How do examples in practice provide potential for re-theorization?

Manuscripts due: May 1, 2017.

For details on manuscript submission see: Critical Education Information for Authors

Additional questions can be directed to Erin L. Castro: erin.castro@utah.edu

(Re)Considering STEM Education: A Special Series in Critical Education

Critical Education Special Series: Call for Papers

(Re)Considering STEM Education: A Special Series in Critical Education

Series Co-editors:
Mark Wolfmeyer, Ph.D., Kutztown University of PA
wolfmeyer@kutztown.edu
John Lupinacci, Ph.D., Washington State University
john.lupinacci@wsu.edu

Critical Education provides a space for inquiry into the philosophies and contexts of educational priorities set by today’s global elite and the role of STEM Education in the political and economic restructuring of education and educational research. The time is now for an ongoing, dedicated space that deconstructs and reconstructs the interdisciplinary, ubiquitous, powerful and perhaps dangerous STEM (Science, Technology, Engineering and Mathematics). The series title reflects our concerns and suggests a space for dedicated inquiries taking up oppositions to—and substantive and timely reframings of—STEM. It is the desire of the editors of this series to cultivate a series of articles from a diverse array of educational research occurring both within and from outside the critical-foundations community. The special series continues a long tradition of such critique, at least those occurring in STEM related journals like For the Learning of Mathematics, Journal of Urban Mathematics Education and Cultural Studies of Science Education, and will be the first location dedicated specifically to critical explication of STEM on the whole.

We invite manuscripts that contribute to understanding and defining STEM education in a variety of ways, from critical curricular and pedagogic explorations of STEM contents on their own and in total, to broader conception of STEM such as the infiltration of STEM culture throughout higher education and research programs. In considering STEM, we especially seek explorations (re)considering how STEM perpetuates systems of domination and hierarchy while potentially offering unexpected moments for reformations that foster alternatives. In other words, how is mainstream STEM a part of the problem? In (re)considering STEM, we hope contributions will provide the opportunities for scholarly projects that range from policy to grant research, curriculum to media, experiences in STEM education from diverse students, and from teacher innovation to student resistance.

The issue aims to critique STEM but also present it as a space for critical examinations that move beyond the traditional perspectives reproducing the dominance of STEM. Such endeavors might include but are not limited to manuscript submissions that draw from a variety of frameworks appropriate to critical-foundations work, including critical theories like, ecojustice education, critical race theory and critical disability studies and with goals that counter neoliberal projects and embrace community, democracy, anarchism and anti-capitalism. In general, this series seeks to foster an ongoing scholarly conversation through manuscripts that broadly engage the question: How are critical scholars engaging and working within STEM educational spaces and/or habits of mind?

All manuscripts, including references and notes, should be 4000-6000 words. Authors are encouraged to submit complete manuscripts that match this call for papers as soon as possible. For now, this is an open call lasting at least through December, 30 2016.

All manuscripts are subject to the journal’s blind peer review process and are to be submitted online at http://ices.library.ubc.ca/index.php/criticaled/about/submissions#onlineSubmissions).

Pending review and the editors’ approval, articles will be published in this special series of Critical Education. Articles should follow the journal style guidelines of APA 6th Edition

(For info: http://ices.library.ubc.ca/index.php/criticaled/about/submissions#authorGuidelines)

We also encourage essay reviews of books on these subjects. For more information about submitting a book review contact the editors. Reviews should be approximately 2500 words.

If you have any further questions, please don’t hesitate to contact us.

Mark Woflmeyer (wolfmeyer@kutztown.edu) and John Lupinacci (john.lupinacci@wsu.edu)

Rouge Forum 2016 – Teaching for Democracy & Justice in an Age of Inequality

THE ROUGE FORUM CONFERENCE 2016

Teaching for Democracy and Justice in an Age of Inequality

May 27-28, 2016
Calgary, AB, Canada

#RougeForum16

Keynote Speaker: E. Wayne Ross, Professor, University of British Columbia
Location: St. Mary’s University [map]
Registration information and form
Submit Proposal
Housing Information
Program and schedule
Session abstracts
Conference web site

The Rouge Forum holds meetings on a regular basis at both local and national levels. The national conferences have been held on a more or less annual basis; all meetings are action-oriented and the national conferences usually include workshops for teachers and students; panel discussions; community-building and cultural events; as well as academic presentations. Many prominent voices for democracy and critical pedagogy have participated in Rouge Forum meetings. On this site you’ll find the latest information about upcoming Rouge Forum meetings and conferences as well information on past conferences, including abstracts, papers, and videos.

CALL FOR PAPERS: Special issue of Policy Futures in Education: Lefebvre’s teachings

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CALL FOR PAPERS:

Special issue of Policy Futures in Education

Lefebvre’s teachings

Lefebvre’s teachings

Guest editor: Derek R. Ford, PhD

Although the person of Henri Lefebvre has been gone since 1991, the exploration of the implications of his thought for a variety of disciplines and social movements is still in its infancy. And it is likely to be a long life, as Lefebvre wrote over 60 books throughout his life, in addition to numerous articles, edited volumes, and lectures. Not only is the translation of his work into English still incomplete, but new manuscripts are still being discovered, Towards an Architecture of Enjoyment being the most recent.

Lefebvre’s thought has been most influential in geography and urban studies, animating key debates around, for example, the primary and secondary circuits of capital, industrialism versus urbanism, and spatial production more generally. It is primarily this body of secondary literature that has helped Lefebvre’s thought spread outward. Relatedly, his work on the right to the city has sparked a whole host of academic debates and policy formulations, and even some political coalitions. The growing importance of struggles over space in protest, social, and resistance movements across the globe has, to be sure, energized this interest.

Educational theory, research, and policy, however, have yet to engage with Lefebvre’s vast body of work in a sustained manner. There are just a handful of articles deeply engaging Lefebvre (e.g., Atasay and Delavan, 2012; Christie, 2013; Ford, 2013, in press; Taylor and Helfenbein, 2009) and one dedicated monograph (Middleton, 2013), although his work is referenced in and gestured toward quite a bit more often, primarily in sociology of education.

This special issue of Policy Futures in Education will be the first journal issue to focus specifically on Lefebvre’s thought and its import for educational theory, research, and policy. While authors need not be in the field of education proper, we seek submissions that represent sustained educational encounters with Lefebvre. Papers might examine Lefebvre’s work on everyday life and sociology, the state, rhythmanalysis, architecture, Marxism, dialectical materialism, Nietzsche, modernity, cities, space, or urbanism, and how this work relates to educational philosophies, practices, research, and policies. We are open to papers that explore Lefebvre’s relevance for education as well as papers that explore education’s relevance for Lefebvrean thought. If you are unsure if your topic will fit with the issue, please e-mail the editor for feedback.

Timeline:

An early expression of interest and a 200-300 word abstract is preferred by April 1st, 2016. Manuscripts—which should adhere to normal journal requirements—will be due October 1st, 2016. The expression of interest and abstract should be sent to drford@syr.edu. Authors of successful expressions of interest/abstracts will be directed to submit full manuscripts at http://mc.manuscriptcentral.com/pfie.

About the guest editor:

Derek R. Ford is a teacher, organizer, and writer living in Philadelphia, PA, USA. He received his PhD in cultural foundations of education from Syracuse University in 2015. He has published several articles on Lefebvre and education and recently co-edited a special journal issue on education and the right to the city. His most recent books are Marx, capital, and education: Towards a critical pedagogy of becoming (with Curry Malott) and Leaders in critical pedagogy: Narratives for understanding and solidarity (with Brad Porfilio). His latest book, The secret and struggle of study: Political economy, alterity, pedagogy, will be published this year by Lexington Books.

References:

Atasay, E., & Delavan, G. (2012). Monumentalizing Disaster and Wreak-construction: a case study of Haiti to rethink the privatization of public education. Journal of Education Policy, 27(4), 529-553.

Christie, P. (2013). Space, Place, and Social Justice: developing a rhythmanalysis of education in South Africa. Qualitative Inquiry, 19(10), 775-785.

Ford, D.R. (2013). Toward a Theory of the Educational Encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), 299-310.

Ford, D.R. (in press). A Pedagogy for Space: teaching, learning, and studying in the Baltimore Rebellion. Policy Futures in Education.

Middleton, S. (2013). Henri Lefebvre and Education: space, history, theory. London and New York: Routledge.

Taylor, H. L., & Helfenbein, R. J. (2009). Mapping Everyday: gender, Blackness, and discourse in urban contexts. Educational Studies, 45(3), 319-329.

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CFP: AVPC 2016: Visual Pedagogies and Digital Cultures

Call for Papers AVPC 2016

We are pleased to announce the Second Call for Papers for the first Association of Visual Pedagogies Conference AVPC 2016: Visual Pedagogies and Digital Cultures. The conference is hosted by the University of Applied Sciences in Zagreb, Croatia, on June 18-19 2016.

 Peer reviewed conference articles will be published in The Video Journal of Education & Pedagogy (Springer) and a invited selection from the conference will be published as a special issue by conference organisers in consultation with the Editor-in-Chief, Michael A. Peters. 

Please send an abstract of no more than 400 words to Petar Jandrić (pjandric@tvz.hr) by 15 February 2016.                                                                                                                                                                        

Conference website: http://avpc.tvz.hr/

We look forward to meeting you in Zagreb!

 Conference Committee:

Petar Jandrić, University of Applied Sciences, Croatia, Michael A. Peters, University of Waikato, New Zealand, Tina Besley, University of Waikato, New Zealand, Jayne White, University of Waikato, New Zealand, Kathrin Otrel-Cass, Aalborg University, Denmark, John O’Neill, Massey University, New Zeland, Milan Bajić, University of Applied Sciences, Croatia.  

XXI Symposium on Research on Applied Linguistics & III International Symposium on Literacies and Discourse Studies – Call for Papers

UNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS

XXI SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS &
III INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES

1ST CALL FOR PAPERS

This academic event is committed to the interdisciplinary promotion and support of research on literacies and discourse studies to push further the boundaries of applied linguistics. Papers drawing on research experiences around topics such as literacies, multilingualism(s) and discourse studies are welcome. Some key areas within these broad topics which contributors could explore include, but are not limited to:

LITERACIES

MULTILINGUALISM(S)

DISCOURSE STUDIES

Early literacy

Language planning & policy

Classroom discourse(s)

Digital literacy

Languages in contact

Political discourse(s)

Multimodality

Minority languages

Media discourse(s)

Bilingualism/Biliteracies

Community-based pedagogies in multilingual contexts

Narratives

KEY NOTE SPEAKERS

Professor
Margaret Hawkins, PhD
University of Wisconsin – USA

Professor
Gary Barkhuizen, PhD
The University of Auckland – New Zealand

Alvaro Quintero, PhD Candidate
Universidad Distrital Francisco José de Caldas – Colombia

Download Call for Papers and Submission form here: CALL FOR PAPERS – 2015

CFP: Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 theme:
critical pedagogy vs. capital:
reigniting the conversation

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015