Tag Archives: CFP

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

CALL FOR PAPERS:

Special issue of Policy Futures in Education

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

Workplace CFP: Marx, Engels and the Critique of Academic Labor

Call for Papers
Marx, Engels and the Critique of Academic Labor

Special Issue of Workplace:A Journal for Academic Labor
Guest Editors: Karen Gregory & Joss Winn

Articles in Workplace: A Journal for Academic Labor have repeatedly called for increased collective organisation in opposition to a disturbing trajectory: individual autonomy is decreasing, contractual conditions are worsening, individual mental health issues are rising, and academic work is being intensified. Despite our theoretical advances and concerted practical efforts to resist these conditions, the gains of the 20th century labor movement are diminishing and the history of the university appears to be on a determinate course. To date, this course is often spoken of in the language of “crisis.”

While crisis may indeed point us toward the contemporary social experience of work and study within the university, we suggest that there is one response to the transformation of the university that has yet to be adequately explored: A thoroughgoing and reflexive critique of academic labor and its ensuing forms of value. By this, we mean a negative critique of academic labor and its role in the political economy of capitalism; one which focuses on understanding the basic character of ‘labor’ in capitalism as a historically specific social form. Beyond the framework of crisis, what productive, definite social relations are actively resituating the university and its labor within the demands, proliferations, and contradictions of capital?

We aim to produce a negative critique of academic labor that not only makes transparent these social relations, but repositions academic labor within a new conversation of possibility.

We are calling for papers that acknowledge the foundational work of Karl Marx and Friedrich Engels for labor theory and engage closely and critically with the critique of political economy. Marx regarded his discovery of the dual character of labor in capitalism (i.e. concrete and abstract) as one of his most important achievements and “the pivot on which a clear comprehension of political economy turns.” With this in mind, we seek contributions that employ Marx’s and Engels’ critical categories of labor, value, the commodity, capital, etc. in reflexive ways which illuminate the role and character of academic labor today and how its existing form might be, according to Marx, abolished, transcended and overcome (aufheben).

Contributions:

A variety of forms and approaches, demonstrating a close engagement with Marx’s theory and method: Theoretical critiques, case studies, historical analyses, (auto-)ethnographies, essays, and narratives are all welcome. Contributors from all academic disciplines are encouraged.
Any reasonable length will be considered. Where appropriate they should adopt a consistent style (e.g. Chicago, Harvard, MLA, APA).
Will be Refereed.
Contributions and questions should be sent to:

Joss Winn (jwinn@lincoln.ac.uk) and Karen Gregory (kgregory@ccny.cuny.edu)

Publication Timetable:

● Fully referenced ABSTRACTS by 1st February 2015
● Authors notified by 1st March 2015
● Deadline for full contributions: 1st September 2015
● Authors notified of initial reviews by 1st November 2015
● Revised papers due: 10th January 2016
● Publication date: March 2016.

Possible themes that contributions may address include, but are not limited to:

The Promise of Autonomy and The Nature of Academic “Time”
The Laboring “Academic” Body
Technology and Circuits of Value Production
Managerial Labor and Productions of Surplus Markets of Value: Debt, Data, and Student
Production
The Emotional Labor of Restructuring: Alt-Ac Careers and Contingent Labor
The Labor of Solidarity and the Future of Organization
Learning to Labor: Structures of Academic Authority and Reproduction
Teaching, Learning, and the Commodity-Form
The Business of Higher Education and Fictitious Capital
The Pedagogical Labor of Anti-Racism
Production and Consumption: The Academic Labor of Students
The Division of Labor In Higher Education
Hidden Abodes of Academic Production
The Formal and Real Subsumption of the University
Alienation, Abstraction and Labor Inside the University
Gender, Race, and Academic Wages
New Geographies of Academic Labor and Academic Markets
The University, the State and Money: Forms of the Capital Relation
New Critical Historical Approaches to the Study of Academic Labor

Issue Guest Editors:

Karen Gregory is lecturer in Sociology at the Center for Worker Education/Division of Interdisciplinary Studies at the City College of New York, where she heads the CCNY City Lab. She is an ethnographer and theory-building scholar whose research focuses on the entanglement of contemporary spirituality, labor precarity, and entrepreneurialism, with an emphasis on the role of the laboring body. Karen cofounded the CUNY Digital Labor Working Group and her work has been published in Women’s Studies Quarterly, Women and Performance, The Journal of Interactive Technology and Pedagogy, and Contexts.

Joss Winn is a senior lecturer in the School of Education at the University of Lincoln, UK. His research extends broadly to a critique of the political economy of higher education. Currently, his writing and teaching is focused on the history and political economy of science and technology in higher education, its affordances for and impact on academic labor, and the way by which academics can control the means of knowledge production through co-operative and ultimately post-capitalist forms of work and democracy. His article, “Writing About Academic Labor,” is published in Workplace 25, 1-15.

Call for chapters: Teaching for Democracy in an Age of Economic Disparity

Call for Book Chapters

Teaching for Democracy in an Age of Economic Disparity
Editor: Cory Wright-Maley, Ph.D.

The book is intended to provide a space for scholars and practitioners to reconsider how we prepare students to engage in a democratic society as well as the state and nature of democratic education as a whole. In doing so, this text will seek to draw from thoughtful scholars in the social studies as well as from related fields who can shed new light on the challenges of democratic education in the twenty-first century. In doing so, this volume is intended to help practitioners reconsider their practices in attending to education for democracy. We welcome scholars and practitioners who approach this issue from a variety of directions and theoretical or philosophical perspectives (see the attached document for details).

Scholars and practitioners are invited to submit on or before September 30, 2014, a 400-600 word proposal clearly explaining the central argument and outlining the content of the proposed chapter, including implications for teacher practice, and providing a rationale that connects the proposal to the theme and purposes of the book. Please indicate the section (or sections, if multiple proposals are submitted) for which you are proposing your chapter. Authors of accepted proposals will be notified by November 14, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by April 3, 2015. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Feel free to send a quick email noting your interest in advance of your submission.

Please send proposals and inquiries to Cory Wright-Maley (Cory.WrightMaley@stmu.ca). Here is a detailed description of the book: Teaching for Democracy in an Age of Economic Disparity – A Call for Chapters

CFP Transformative Researchers & Educators for Democracy: “How public is public education?”

TRED Conference 2014
How Public is Public Education?
Call for Proposals

The Transformative Researchers and Educators for Democracy (TRED) will be holding its third Annual Conference, “How Public is Public Education?”, November 14 and 15, 2014, at the University of Massachusetts Dartmouth.

Founded in 2011, UMass Dartmouth’s Department of Educational Leadership and Policy Studies has grown to four cohorts of future transformative leaders. Ph.D. and Ed.D. candidates in the program have sought to provide a public space for educational researchers and practitioners to engage in critical and transformative dialogues. Through forums, presentation sessions, panel discussions, and informal gatherings, TRED continues its ambition to place the discussion of educational leadership and policy within the dynamics of ideological production that reflect existing power imbalances that perpetuate inequalities within society.

The theme of the 2014 conference, How Public is Public Education?, reflects the critical elements within and beyond the field of education that need to be discussed, heard, and analyzed as we search for solutions. Professors, students, educational leaders, and the public are all welcome to submit proposals and to attend the conference.

Submitting Proposals
Proposals can be submitted to TREDconf@umassd.edu
Like us on Facebook and look for any new information at Facebook.com/TRED.UMassD
ALL PROPOSALS MUST BE RECEIVED BY: Tuesday September 30th 2014.

Guidelines
TRED will be accepting presentation proposals for papers, symposiums, and research-in-progress roundtables. Upon submission of your proposal, please identify it to one of the following strands:

A. K-12; charter schools, innovation schools
B. Higher Education; adjunct faculty, campus based women’s, gender and cultural centers
C. Public Policy; Race to the Top, high-stakes standardized testing

PAPERS
Paper sessions provide individuals an opportunity to present a condensed version of their study. The research may focus on, but is not limited to, a question from an empirical or theoretical perspective. After all papers within a session have been presented, those in attendance will have the opportunity to dialogue with panelists.

RESEARCH IN PROGRESS ROUNDTABLE
Roundtable sessions are to open critical and insightful dialogue from colleagues familiar with a subject matter to support a developing study. Roundtables will be organized and led by a facilitator.

SYMPOSIUM
Symposiums consist of an integrated set of presentations with a similar topic as the focal point. This format of presenting will be limited to at least three, but no more than five, presentations. The proposal should identify who will be lead discussant or organizer, and, upon review, a TRED committee member may be named as the chair.

Proposal Requirements (For all submissions)
1. Cover Page

Title
Researcher(s)
Contact Information
Organization/University
Panel Category

2. Abstract(300 word limit, not included in 1,000 word limit for proposal)
3. Individual Proposal (1,000 word limit)

Presenters (Identify who is the main contact person)
Theoretical Framework and Connections to Conference Theme;
Purpose;
Research Design/Methods;
Conclusion/Findings;
References

4. Symposium Group Proposal (1,500 word limit)

A common objective or theme should be outlined, providing perspectives on the particular topic.
1-2 paragraphs in which the purpose of the symposium and connections among presenter paper’s is defined;
Overview of each paper being presented including: methods, theoretical framework, research topic, and findings;
Briefly describe the format and structure of the symposium

*If your symposium proposal is accepted, only the first author will be notified, and the first author is responsible for notifying all other co-authors*

For questions or comments, please contact: TREDconf@umassd.edu

Social Justice in Education: Diversity, Equity, Citizenship

Washington State Kappan: Winter 2015 Call For Manuscripts

Due September 15, 2014

Social Justice in Education: Diversity, Equity, Citizenship

Social justice in education remains crucial to American society and the development of diverse and well-educated citizenry. From issues such as civics and immigrant youth to equity and the transition from high school to college, what it means to support and advocate for social justice in classrooms, schools, communities, and the policy arena is much more than adding statements of tolerance to inherently inequitable systems and structures.

As Sensoy and DiAngelo assert, “Social justice education is not about serving the interests of political correctness. Every single measure of disparity in education is tied to group position — target vs. dominant. Special education and discipline referrals; math, science, and reading literacies; graduation and dropout/push-out rates; test scores, all of what is known as ‘the achievement gap’ are tied to race, class, and gender. This disparity is real. And to ameliorate such disparities and offer meaningful leadership in school contexts at all levels, we must attend to the real, to the concrete and active dimensions — not simply the slogans — of social justice” (2009, p. 348-350).

We invite articles that serve as a catalyst for exploring the real, concrete, active dimensions of social justice from a variety of perspectives. Those interested in submitting a manuscript may want to consider the following questions:

In what ways are districts and schools working to support diverse student populations to gain access to programs and to succeed academically?
How might issues of social justice be meaningfully integrated with university teacher education programs?
What are examples of how social justice education is being implemented through instruction at the classroom level?
·In what ways are ESDs facilitating or supporting social justice initiatives, such as civics education and community-based learning, statewide?
What connections can be made between current high-stakes assessment policies and social justice initiatives?
What does social justice mean to students, parents, or school communities?

We are calling for theoretical/research articles, teacher-focused articles, and professional materials or book reviews on topics related to this theme. For additional information: https://journals.lib.washington.edu/index.php/wsk/announcement
For manuscript submission author guidelines: https://journals.lib.washington.edu/index.php/wsk/about/submissions – authorGuidelines
For past issues of Washington State Kappan, please go to: http://www.pdkwa.org/
If you have questions, please contact Antony Smith, editor: ansmith@uwb.edu

CFP: Inside Stories: Teach For America Corps Members Speak Up and Speak Out

Inside Stories: Teach For America Corps Members Speak Up and Speak Out

Founded in 1989, Teach For America (TFA) has grown into a massive organization with a presence in thirty states and twenty-six countries, financially supported by a host of philanthropic foundations and other organizations with considerable influence. Additionally, TFA constitutes an integral part of the larger neoliberal goal of privatizing education and teacher training. Though a number of narratives from corps members exist, the vast majority of them are controlled or suppressed by TFA. Moreover, as the organization uses supportive narratives to further its rhetoric of educational reform, the large body of corps member and alumni voices that desire to express discontent, discouragement, frustration, and even anger associated with their experiences with TFA has, until now, been largely silenced. Following the lead of a critique of TFA by academics over the last few years, slowly TFA corps members and alumni have offered narratives to challenge the official rhetoric of TFA and the supposed “prestigious” position of being a TFA teacher.

In an effort to highlight and continue this counter-narrative, this volume will provide a collection of stories from current and former TFA corps members. We would also consider narratives of parents of TFA corps members. While the most effective tool of promoting TFA as a righteous and prestigious organization are the narratives from supportive corps members who tend to parrot approved talking points, this volume will provide a necessary counter-narrative that should be heard.

Proposals could highlight overall experiences, specific experiences with recruitment/application into TFA, summer Institute experiences,placement experiences, leaving TFA, etc. The finished narratives
should be between 5 and 10 double-spaced pages in APA format. Alternative formats such as poetry or other arts-based representations are also welcome.

Audience
Given the broad audience interested in TFA, we anticipate the audience to include researchers, school board members, principals, parents, and teachers and pre-service teachers.

Schedule
1) Proposals due by May 17, 2014. Include the following to Jameson Brewer at tbrewer2@illinois.edu:

a) Proposed title of chapter
b) Author(s) name, with complete addresses and 150-word biography for each author
c) 500-word abstract of proposed chapter

2) Confirmation of selected chapters by June 17, 2014;
3) Contributors will have their first drafts completed by July 17, 2014.
4) The editors will review these first drafts, and provide detailed comments and suggestions by September 17, 2014.
5) The contributors will make all of the necessary edits, and send the final chapters to the editors by October 17, 2014.
6) The editors will draft a comprehensive introductory chapter and have the foreword written by a well-known scholar in the field, which will be ready along with the index and other editorial issues by November 17, 2014.
7) Once the publisher’s Editor has approved the text, the finalized,formatted volume will be submitted to the publisher shortly after November 17, 2014 which should allow for copy-editing and other related matters to be completed for a publishing date sometime mid 2015.

For questions or queries, contact Jameson Brewer at tbrewer2@illinois.edu and/or Kathleen deMarrais at kathleen@uga.edu

CFP: Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms

Educate, Agitate, Organize!
Teacher Resistance Against Neoliberal Reforms

Call for Manuscripts
Special Issue of Workplace: A Journal for Academic Labor

Guest Editors:
Mark Stern, Colgate University
Amy Brown, University of Pennsylvania
Khuram Hussain, Hobart and William Smith Colleges

I can tell you with confidence, one year later [from the Measure of Progress test boycott in Seattle schools], I know where our actions will lead: to the formation of a truly mass civil rights movement composed of parents, teachers, educational support staff, students, administrators, and community members who want to end high-stakes standardized testing and reclaim public education from corporate reformers.—Jesse Hagopian, History Teacher and Black Student Union Adviser at Garfield High School, Seattle

As many of us have documented in our scholarly work, the past five years have witnessed a full-fledged attack on public school teachers and their unions. With backing from Wall Street and venture philanthropists, the public imaginary has been saturated with images and rhetoric decrying teachers as the impediments to ‘real’ change in K-12 education. Docu-dramas like Waiting For ‘Superman,’ news stories like Steve Brill’s, “The Teachers’ Unions’ Last Stand,” in The New York Times Magazine and high profile rhetoric like Michelle Rhee’s mantra that students, not adults, need to be “put first” in education reform, all point to this reality: teachers face an orchestrated, billion dollar assault on their professional status, their knowledge, and their abilities to facilitate dialogical spaces in classrooms. This assault has materialized and been compounded by an austerity environment that is characterized by waning federal support and a narrow corporate agenda. Tens of thousands of teachers have suffered job loss, while thousands more fear the same.

Far from being silent, teachers are putting up a fight. From the strike in Chicago, to grassroots mobilizing to wrest control of the United Federation of Teachers in New York, to public messaging campaigns in Philadelphia and boycotts in Seattle, teachers and their local allies are organizing, agitating and confronting school reform in the name of saving public education. In collaboration with parents, community activists, school staff, students, and administrators, teacher are naming various structures of oppression and working to reclaim the conversation and restore a sense of self-determination to their personal, professional, and civic lives.

This special issue of Workplace calls for proposals to document the resistance of teachers in the United States, Canada, and globally. Though much has been written about the plight of teachers under neoliberal draconianism, the reparative scholarship on teachers’ educating, organizing, and agitating is less abundant. This special issue is solely dedicated to mapping instances of resistance in hopes of serving as both resource and inspiration for the growing movement.

This issue will have three sections, with three different formats for scholarship/media. Examples might include:

I. Critical Research Papers (4000-6000 words)

Qualitative/ethnographic work documenting the process of teachers coming to critical consciousness.
Critical historiographies linking trajectories of political activism of teachers/unions across time and place.
Documenting and theorizing teacher praxis—protests, community education campaigns, critical agency in the classroom.
Critical examinations of how teachers, in specific locales, are drawing on and enacting critical theories of resistance (Feminist, Politics of Love/Caring/Cariño, Black Radical Traditions, Mother’s Movements, and so on).

II. Portraits of Resistance

Autobiographical sketches from the ground. (~2000 words)
Alternative/Artistic representations/Documentations of Refusal (poetry, visual art, photography, soundscapes)

III. Analysis and Synthesis of Various Media

Critical book, blog, art, periodical, music, movie reviews. (1500-2000 words)

400-word abstracts should be sent to Mark Stern (mstern@colgate.edu) by April 15, 2014. Please include name, affiliation, and a very brief (3-4 sentences) professional biography.

Notifications of acceptance will be sent out by May 15. Final drafts will be due October 1, 2014. Please note that having your proposal accepted does not guarantee publication. All final drafts will go through peer-review process. Authors will be notified of acceptance for publication by November 1.

Please direct all questions to Mark Stern (mstern@colgate.edu).

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

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

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

location:

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