Rebellious Education

Joyful Teaching as Resistance in the American South and Appalachia

Edited by:
Adam W. Jordan, College of Charleston
Todd S. Hawley, Kent State University
Sonya Wisdom, Kent State University
Tracey Hunter-Doniger, College of Charleston

Call for Chapters

BOOK DESCRIPTION:
This book, composed of the accounts of P-12 educators, is written to provide a rebellious counter-narrative to the modern tale that teaching is a profession void of joy. Like the teaching profession, the American South and Appalachia are areas with juxtaposed narratives, both romanticized and villainized in popular culture. In this text, we offer the stories of teachers in Southern and Appalachian spaces as they enact their practice in challenging situations, but with purposeful pedagogies and powerful stories of teaching as an act of joyful resistance, pushing back against the stereotypes and false narratives currently plaguing the profession. This book is written for educators, with a purpose of providing a collection of accounts that offer hope and resilience to those working to make our schools better places in geographic locations which often experience lower pay and less support. It is the hope of the editors that this book also serves as a tool to help motivate and sustain beginning and veteran teachers alike as it provides a community of voices against the ever-present message that teaching is not a profession worth pursuing. The editors invite chapter proposals that describe current working conditions and challenges juxtaposed with messages of persistence, resilience, joy, and encouragement for what the profession can be when talented people engage in the teaching process. In essence, we invite educators to consider their purpose for teaching and to communicate this purpose to other educators. Chapters may be submitted as essays, poems, works of art, or photographs.

TOPICS OF INTEREST:
• Specific examples of tensions teachers confront daily in classrooms across the American South and Appalachia.

• Specific stories of classroom practices that represent joyful teaching as rebellion in classrooms across the American South and Appalachia.

• Coalition Building. Specific examples of ways teachers and community networks worked collaboratively to promote joyful teaching as resistance.

PROPOSALS:
Proposals should be made on one single-spaced page, and consist of your name and affiliation, email address, a tentative title, and an abstract (200-250 words). Please include an additional page with a brief biography (200-300 words). All proposals should be sent as a single Word file of 2 pages to Adam Jordan (jordanaw@cofc.edu) by October 31, 2023.

CHAPTER SUBMISSION:
Authors of accepted proposals will be notified by November 30, 2023 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 3,000 to 5,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by April 30, 2024. Manuscripts should conform to 7th edition APA style conventions. See Author Guidelines at http://www.infoagepub.com/guidelines.html. Graphics and images may be included. Chapters should draw from the author/s own practice and educational experiences.

TENTATIVE SCHEDULE FOR PUBLICATION:
Abstract Submissions: October 31, 2023
Notification of Invite to Submit Chapter: November 30, 2023
Submission of Book Chapter: April 30, 2024
Reviews of Book Chapter Manuscripts Sent to Authors: June 30, 2024
Receipt by Editors of Final Draft of Book Chapters: August 30, 2024
Final Book Submitted to Publisher: September 30, 2024
Anticipated Publication: Spring 2025

Send all inquiries to Adam W. Jordan, jordanaw@cofc.edu